ENGLISH 10 HONORS 2012 more Quotes Spelling Bee Champions:
FIRST, we have an important word to consider: hon·or [on-er] noun
1. honesty, fairness, or integrity in one's beliefs and actions: a man of honor.
2. a source of credit or distinction: to be an honor to one's family.
3. high respect, as for worth, merit, or rank: to be held in honor.
4. such respect manifested: a memorial in honor of the dead.
5. high public esteem; fame; glory: He has earned his position of honor.
Please bear in mind that an “honor” is not something you simply sign up for; it is something that must be earned. This class will test not just your knowledge of literary devices, grammar, and writing skills, but also your adherence to this word and all the responsibilities that it carries with it. TURNITIN.COM
Class ID#: 4280134
Password: Neff (it's case sensitive) Syllabus:
Both the syllabus and parent contact forms are due by Friday.
Tuesday, September 6, 2011
(1) Welcome and the first "test": use the seating chart to find your seat
(2) Discuss Procedures: What do these mean to you? To me? PHS's Standard Operating Procedures: 1. Be on time. 2. Be respectful. 3. Be responsible for your actions.
(3) Read "Why Literature Matters" article and discuss.
(4)Letter from a 10 Honors Rookie Write a letter addressed to me (Mr. Neff) that details the following:
-What questions, concerns, worries, and interests do you have here on the first day of class (related to English class)? Express and respond to these.
-What do you expect this class to be like?
-What does "Honors" mean to you in terms of what you expect to do and learn in this class?
-What goals do you have set for this class?
-What are your strengths in English class?
-What skills do you need to or would you like to improve upon?
-What skills or knowledge might you learn in this class that can help you outside of school? In your job? After high school?
[Turn in when complete or beginning of tomorrow's class]
HW: Get a journal for tomorrow Wednesday, September 7, 2011
(1) Bell-Ringer: Write and Discuss both of the following: a) Describe the best teacher you've ever had (notice I didn't say "your favorite," because they might not be the same person).
-What did he/she do that made them a good teacher?
-How did they help you learn?
-What kinds of activities did they do in class?
-How did they make class material interesting?
-How did they motivate you?
-What kind of personality did he/she have?
-Any distinguishing class procedures or "catch-phrases" that set this teacher apart?
-Anything else you can think of? b) Define a good student. (You do not necessarily have to consider yourself one to recognize these qualities...).
-What does a good student do AND refrain from doing while in class? While outside of class?
-Do you consider yourself to be a good student? If so, which of the qualities from your definition do you fit? Which could you improve upon?
If you do not consider yourself a good student, why? What do you need to improve upon to be considered a "good student"?
[Turn in when complete]
(2) Ice-breaker (yeah I know...fun right?)
Tabletopics. 1 card per person. Get with a partner and discuss, then introduce your partner.
NOTE: Report to Library Link Lab tomorrow. DO NOT BE LATE.
Bring Catcher print copy (and file if possible)
Thursday, September 8, 2011 REPORT TO LIBRARY LINK LAB
(1) Distribute laptops. Overview of Wiki. Register for turnitin.com.
(2) Complete Personal Reading Assessment. Save file and submit to turnitin.com (date/time due is on turnitin assignment).
Note: You were informed and expected to view and familiarize yourself with the requirements and rubric of this assignment during the summer, before completing it, and thus the assignment will be graded as such. Friday, September 9, 2011
(1) Discuss Personal Reading Assessment.
(2) Assessment: Catcher in the Rye Distribute Vocab Books. Unit 1 Quiz next Friday. syllabus and parent contact forms are due Monday, September 12, 2011
(1) 10 Honors "Entrance" Assessment (Objective Portion) [turn in]. Discuss.
Thurs., Sept. 15
Picture Day
(1) Review U1 Vocab answers
(2) Review Practice Essay (look at your essay and identify each piece: hook, thesis, claim, evidence, analysis, conclusion "so what?")
Fri. Sept. 16
(1) Unit 1 Vocab Quiz
(2) Return Catchertest and assignment: discuss Mon. Sept. 19 Begin Personal Narrative Unit
(3) From Guide, select THREE major topics that might work for Personal Narrative prompt and idea list
a. I'll model idea listing with a sample topic.
(4) Pair-Share: select a first choice topic from your three and share with a partner. Some of you will share out to class to provide examples.
Tues. Sept. 20
Distribute 5 Paragraph Narrative packet
(1) View Outline
(2) Read sample Narrative from packet and analyze for each piece from Outline.
(3) Learn and see samples of different INTRO types (see link)
(4) Learn characteristics of good CONCLUSIONS (see link)
HW: Try two of the Intro types and bring both to tomorrow's class.
(2) In Pairs: Exchange intros and evaluate for strengths/suggestions for improvement.
(3) Thesis Statements: In one to two sentences, what is your essay about? What is your point and purpose?
(4) Begin drafting essay HW: Rough Draft due IN CLASS this FRIDAY Sept. 23
Fri. Sept. 23
(1) Peer revision of Rough Drafts
FINAL DUE MONDAY (see Monday) Mon. Sept. 26 5 Paragraph Personal Narrative Due: provide hard copy in class and submit to turnitin.com by 12 midnight tonight. Conducting a Close Reading of a Short Story The Central Question when conducting a Formalist literary analysis is "How does form contribute to meaning?" -handouts: marginal notes, ap literary devices, journal sample, "Eleven"
Teacher Model: Close Reading of Sandra Cisneros' "Eleven":
(1) Read "Eleven" out loud and annotate along with me: take note of any literary devices (point of view, characterization, figurative language, potential symbols, tone, etc.)
(2A) Discuss your annotations.
(2B) Discuss my annotations.
HW: Read "The Story of an Hour" by Kate Chopin (in Lit book). Annotate and complete journal for "The Story of an Hour".
Tues. Sept. 27
(1) "The Story of an Hour": Discuss your annotations. My annotations.
(2) Analyzing tone and close reading with DIDLS (packet). Overview of DIDLS. Practice DIDLS on passages in packet.
(3) Read "The Far and the Near" for Friday. This time, use DIDLS to guide your annotations and complete journal on "The Far and the Near".
Wed. Sept. 28 REPORT TO LIB. COMPUTER LAB
(1) Work time for BWEs groups
no homework
Thurs. Sept. 29
no school
Fri. Sept. 30 (1) BWE #1: Sentence Fragments
(2) Discuss DIDLS exercises from packet.
HW: Read "The Far and the Near" and complete a journal; use DIDLS to guide your analysis (3 entries). Monday Oct. 3
(1) The Method: 1) What repeats? 2) What goes with what? (strands) 3) What is opposed to what? (binaries) 4) What doesn't fit?
5) --> SO WHAT? Step 1: List repetitions and the number of each (words, details). Look for images and substantive words, not conjunctions, for example. Step 2: List repetitions of the same type of detail or word, which we call strands (for example, polite, courteous, decorous). Be able to explain the strand's connecting logic with a label: manners. Step 3: List details or words that suggest binary oppositions--pairs of words that are opposites--and select from these the most important ones, while labeling the contrasts (for example, open/closed, ugly/beautiful). Binaries hint at the tensions and conflicts in the work.(for all of these questions) Step 4: Choose ONE repetition or strand or binary as most important or interesting and explain in a healthy paragraph why it's important. Step 5: Locate anomalies: exceptions to the pattern, things that seem to not fit. Once you see an anomaly, you will often find that it is part of a strand you had not detected.
(2)Use the Method on "The Far and the Near".
Tuesday Oct. 4
(1) Discuss "The Far and the Near": Method paragraphs (strands, binaries, anomalies)
sample theme analysis paragraph:
HW: Read "Where is Here?" by Joyce Carol Oates. For your journal, use DIDLS and focus on analyzing the mood of the story. What mood(s) does the author create and how does she create it?
Wed. Oct. 5
(1) Discuss "Where is Here?" and DIDLS (mood)
HW: Read "Anxiety" by Grace Paley. For your journal, focus on the author's use of dialogue. Additionally, write a theme statement for the story, and provide three claims for how the author establishes and reinforces this theme. All BWEs work due
Thurs. Oct. 6
(1) Discuss "Anxiety" and author's use of dialogue.
HW: Read "There Will Come Soft Rains" by Ray Bradbury. For journal, create a theme statement for the story and then focus especially on how Bradbury uses diction, imagery, and figurative language to establish this theme (DIDLS, essentially).
Friday Oct. 7
(1) Unit 2 Vocab Quiz
(2) Read "...Rains" and complete DIDLS theme journals Monday Oct. 10
no school
Tuesday Oct. 11
writing prompts extra credit
Wed. Oct. 12
BWE's rules #2 and #3
Thurs. Oct. 13
Discuss "There Will Come Soft Rains" and DIDLS theme journals
Fri. Oct. 14
Essay Test for Short Story Unit. One class period, start to finish. Remember everything we've discussed (Intro should include a thesis that responds fully but concisely to prompt, then follow with body paragraphs that analyze WHAT devices create meaning and HOW they create meaning. Claim/Evidence/Analysis.) Choose one short story that we read in class and discuss how any elements of form and/or literary devices contribute to theme in the story.
(2) Group Discussion (be prepared to discuss three main/interesting points that your group comes up with): (Literature) What is the purpose of reading in our society? Do we value it as a society, or not? Does your generation read more or less than the previous generation? Is this positive or negative? (Censorship) As an American citizen, do you feel free or censored? As a Parkland student, do you feel free or censored?
Negatives of a censored society? Positives?
(3)
Hand out books.
HW: Read Fahrenheit 451 to p. 24. In your journal, write a one paragraph summary of the literal events (What happens? Who does it happen to? Who are the basic characters and what's the basic situation?). Additionally, select one quote based on your marginal notes handout (literary devices; personal connection; historical connection, etc.) and write a reaction. Be prepared to share and discuss why you selected it.
:
Have your lines prepared for Thursday after the vocab quiz.
Wed. Oct. 19
BWE's #4 and #5
Thurs. Oct. 20
Unit 3 Vocab Quiz
Fri. Oct. 21 (early dismissal)
no class
Finish Part One: The Hearth and the Salamander, in Fahrenheit 451, for Monday's class. Complete study guide questions. Select an additional quote using your marginal notes and be prepared to share reaction. Mon. Oct. 24
Benchmark testing
(REPORT TO LINK LAB in LIBRARY)
Tues. Oct. 25
Discuss Fahrenheit 451 Part One and study guide questions. NOTE: Here's a great site to use to aid your reading and understanding (not replace it) of Fahrenheit 451: Cliffnotes Fahrenheit 451
HW: Finish Part TWO for Friday. Complete study guide questions and journal on TWO quotes.
Wed. Oct. 26
BWE's # 4 and 6
Discuss and return Lit Analysis Essay test (and sample/model)
Thurs. Oct. 27
PROMPT
In Ray Bradbury's Fahrenheit 451 we read about one possible scenario for the
future. No one really knows how things will be in the future, but at one time or another we all
think about it. What is your vision of the future? What do you think our world will be like 50
years from now?
Your assignment is to describe our world as you believe it will be 50 years from now.
JOURNAL
In your journal, discuss five major topics for your composition: five areas of our lives you will describe.
Some areas to consider might be government, ecology, business, lifestyle,
transportation, jobs/workplaces, economy, food, shelter, clothing, music, architecture,
agriculture, entertainment, etc.
Each of the five topics should be explored in a healthy paragraph.
HW: Due tomorrow (Friday)
Fri. Oct. 28 Collect Future World Journal.
Discuss Part Two of Fahrenheit. Jungian Archetypes (Consider Clarisse; Faber)
(1) Finish discussion of Part Two and use your literary analysis superpowers on the following:
-Part One's Title: "The Hearth and the Salamander"
-Explain the binary (even tertiary) nature of fire as a symbol: warmth, destruction, and change/rebirth. Find examples in text to support each.
-Part Two's Title: "The Sieve and the Sand".
“She had a very thin face like the dial of a small clock seen faintly in a dark room in the middle of the night when you waken to see the time and see the clock telling you the hour and the minute and the second, with a white silence and a glowing, all certainty and knowing what it had to tell of the night passing swiftly on toward further darkness, but moving also toward a new sun” (10).
[Analyze this passage from a Formalist perspective]
"How like a mirror, too, her face. Impossible; for how many people did you know who refracted your own light to you? People were more often...torches, blazing away until they whiffed out. How rarely did other people's faces take of you and throw back to you your own expression, your own innermost trembling thought?" (11). [Analyze from a Jungian perspective]
"...the old man would go on with this talking and this talking, drop by drop, stone by stone, flake by flake. His mind would well over at last and he would not be Montag any more...he would be Montag-plus-Faber, fire plus water, and then, one day...there would be neither fire nor water, but wine. Out of two separate and opposite things, a third...Even now he could feel the start of the long journey, the leave-taking, the going-away from the self he had been" (102-103). [Analyze this passage from either a Formalist or Jungian perspective]
(Ultimately, the goal is to showandtell us about your "Future World".)
All make-up work not completed by this date will become a zero. Mon. Nov. 7
BWE #7
Review for Fahrenheit Test.
Discuss format: quote matching and essay. Give a few examples and discuss essay. Any questions on the study guide questions?
Fahrenheit Film(?)
Tues. Nov. 8 Fahrenheit Final Test
(Essay prompt): What are Bradbury's warning and message? Provide an introduction that grabs your reader's attention and presents your argument (thesis), a body that supports this argument with specific examples and details from the novel, and a conclusion that wraps up your argument and answers the "So what?" question, or otherwise provides a universal application of the book's message. [Be concise but complete: approximately 1 page]
collect books if time
Wed. Nov. 9
Project work time [In Library]
Thurs. Nov. 10
Project work time [In Library]
Fri. Nov. 11
Vocab Quiz: Units 1-3 Review + analogies
HW: Read Hemingway's "In Another Country" (in lit book or at this link)
Mon. Nov. 14
read Hemingway's short story "In Another Country" (in the Lit book). Pay attention to the following motifs, symbols, etc. and write a short reaction for each. Provide a claim and supporting evidence in your responses for each of the following:
Wed. Nov. 16 Farewell to Arms Bell-Ringer: The Question Paragraph. Write a paragraph based on last night's reading in which every sentence is a question.
-Discuss Ch. I through V and questions.
HW: Read Ch. VI through X
Ch. 6 #4, 5, 6; Ch. 7 #1, 3, 4; Ch. 8 #2; Ch. 9 #5, 6, 9; Ch. 10 note and respond to ONE quote (marginal notes).
Thurs. Nov. 17 Farewell to Arms -Discuss Ch. VI through X
HW: Read (for Tuesday) Ch. XI through XX
complete study guide questions for EVEN numbered chapters; note and respond to ONE quote per ODD chapter (marginal notes)
Fri. Nov. 18 BWE's Quiz: All rules "Future Worlds" Projects are DUE TUESDAY Nov. 22 Mon. Nov. 21
First two Future Worlds Presentations
XI: Find examples of the priest's definition of love. XII: Identify and analyze the meaning of the binary in the passage at the top of page 75: "When they lifted you...buried in the garden." Begin by paraphrasing the passage, then analyzing the meaning of the binary here in this specific passage, and then connecting this meaning thematically to the work as a whole so far.
XIII: List at least two things Frederic does in this chapter that helps to establish him as an example of a Hemingway Hero.
Explain how Frederic's wound is an example of an objective correlative: the external manifestation of a person's state of mind, which hints at or mimics the character's thoughts, allowing the reader to view the internal from an external perspective.
XIV: What evidence exists that Frederic's attitude towards love/Catherine changes in this chapter? XVI: Reread pg. 104-106: What does the conversation between Frederic and Catherine reveal about Frederic? About Catherine? About their relationship with each other? Support your claims with text evidence and analysis.
XVIII: Read pg. 116: Analyze the connection made here between religion and love.
XIX: pg. 126: "All right. I'm afraid of the rain because sometimes I see me dead in it." "No." "And sometimes I see you dead in it." "That's more likely." "No, it's not, darling. Because I can keep you safe. I know I can. But nobody can help themselves."
--How do you think Catherine plans to keep Frederick safe? What does she mean when she says "nobody can help themselves"? Why do you think the rain is so depressing for Catherine?
3)
HW: Read XXI through XXX
Complete a marginal notes journal: include ONE of each type of note.
Wed. Nov. 23 early dismissal Tues. Nov. 29
Discuss XXI through XXX Count off by 10.
Each group is responsible for one chapter (Group 1 = Chapter XXI; Group 2 = Chapter XXII, and so on). As a group, complete all of the following for your assigned chapter:
--Write a plot summary for your assigned chapter. Include any important plot and character developments. Be prepared to share with the class.
--Choose one "Golden Line": a quote or passage that is most representative of the chapter ("Golden Lines" for a book are basically like highlights on sportscenter, or movie trailers; they take the whole chapter and try to condense it into one "highlight").
--Discuss the quotes and reactions your group members chose for your specific chapter. Choose one to share with the class. (This should be different than the "Golden Line".)
ex. for Chapter XXX:
Aymo shot from behind and killed (shot by the Italians). Frederic suspects the Italians are shooting at them because they think they're Germans in disguise.
Frederic and fellow soldiers find the carabinieri questioning and executing Italian soldiers. One of the police attempts to restrain Frederic and Frederic punches him: "I was obviously a German in Italian uniform. I saw how their minds worked; if they had minds and if they worked. They were all young men and they were saving their country...The questioners had that beautiful detachment and devotion to stern justice of men dealing in death without being in danger of it" (224-25).
Frederic jumps in the water and floats downstream to escape. Here he has made his "farewell to arms" (abandoning the army). Baptism imagery anyone?
"We had walked through two armies without incident. If Aymo had not been killed there would never have seemed to be any danger. No one had bothered us when we were in plains ight along the railway. The killing came suddenly and unreasonably" (218).
--if time, also find text examples of a) weather motif (specifically rain), and b) Henry's growing disillusionment with the war
Wed. Nov. 30
Presentations: Steve C.'s group; Megan B.'s group; Abdallah's group
HW: Read Chapters XXXI through XXXVII (through end of Book Four)
1) Write a brief summary of each chapter.
2) Select a "Golden Line" from each chapter to go along with your summary.
3) Complete one marginal notes quote/reaction per chapter.
4) List text examples of a) the weather/rain motif and b) disillusionment with the war
Thurs. Dec. 1 1) Go over vocab answers
2) Review the novel thus far: Divide and Conquer to find five total pieces of text evidence for your question
(1) Is Frederic a Hemingway Hero? (see below for characteristics)
• a general loss of faith in conventional morality; cut off from the traditional values of
home and family.
• the ability and desire to do his job well.
• the belief that no matter how much trouble life gives a person, he must never let his
suffering show, except for fears, which surface at night.
• a belief that the world is generally a cruel place.
• he demonstrates that men and women can find moments of meaning and happiness
despite the cruelty of the world.
(2) Is Catherine a Hemingway Hero? (see above for characteristics)
(3) What's up with the Rain?
-Find evidence from text where the rain appears, especially when Catherine mentions it. What do you make of the meaning of this motif?
(4) Find examples of sarcasm and irony
(5) Find examples of stream of consciousness, foreshadowing, and understatement
HW for Monday: Finish A Farewell to Arms
Fri. Dec. 2
U4 Vocab Quiz Mon.
--Groups share out regarding their assigned topics. Summarize your findings and evidence.
--Discuss/questions on end of novel?
--What does this novel have to say about:
-love? (find text evidence and construct thesis, or vice versa)
-war and disillusionment? (find text evidence and construct thesis, or vice versa)
Tues.
Presentations: Josh's group; Sarah's group; Christina's group
Finish anything from yesterday.
HW: Read "Theme of Disillusionment in A Farewell to Arms" and answer the following questions: (1) According to the author, what aspects of his life does Frederic become disillusioned with? (2) What examples and text evidence does the author provide in support of his claims? (3) Summarize the author's analysis of the effects of Frederic's disillusionment on his character. (4) According to the author, what is the maturation that Frederic undergoes during the course of the novel?
Identify each author's central claim/thesis. Identify the evidence that the author provides to support his/her claim. Identify the author's analysis.
Wed.
--First, some pretty quick but effective plot analysis.
*
--Discuss Critical Essay: "Theme of Disillusionment in A Farewell to Arms" (1) Answer the homework questions
Then, (2): [sample thesis]
In A Farewell to Arms, Ernest Hemingway portrays Frederick Henry's gradual disillusionment with first war and then love, until Frederick finally realizes that it is only within himself, and not from any external source, that he can find a reliable source of peace.
--After returning to duty on the front, he is almost killed by "those very soldiers he has been risking his life to save," and he jumps in the river. --"The world breaks every one and afterward many are strong at the broken places. But those that will not break it kills...If you are [neither good, gentle, nor brave] you can be sure it will kill you, too, but there will be no special hurry." --Even after his escape from the war, he begins to feel "trapped biologically" by Catherine's pregnancy, and thus his disillusionment begins to spread towards this relationship too, as if he fears she might also turn against him. (see the critical essay for more of the author's evidence and analysis, especially page 2 of the essay)
*
Discuss with a partner: --What does this novel have to say about:
-love?
-war?
-disillusionment? (find text evidence and construct thesis, or vice versa)
In-class assignment: working with a partner, construct a thesis/argument and find three pieces of text evidence to support your argument. Be prepared to explain the connections between your evidence and your thesis (in other words, your analysis).
Consider the example above from "The Theme of Disillusionment in A Farewell to Arms".
Thurs.
Test on A Farewell to Arms Prompt for essay: Choose one of the following subjects (or identify your own) and present an argument for the story’s theme regarding that subject (this should be your thesis statement and should end your introduction paragraph).
Then, in your Body, discuss how any elements of form, style, character, and/or literary devices contribute to theme in the story by providing text evidence and analysis to support your thesis.
Finally, don’t forget to end with a conclusion that answers the “So what?” question and/or provides a universal application of the theme.
Love
War and Disillusionment
Choose your own subject
HW: How do you define "Love"? What is it? Define it and write a 1/2 page explanation/justification of your definition.
Then, read the following:
. Come in with a summary of your assigned topic and be prepared to discuss. The numbers are indicated in the document. (If you're number 6, choose any two of the different cultural views of love and explain how they differ from what you consider to be a general, North American cultural view of love).
Fri.
--Discuss your definitions of "Love".
--Read "Chemistry of Love" article:
--Circle Discussion on article and "What is Love?" Topics. How did you define it before? Now? Has your definition changed?
HW:
--Read Fitzgerald letter: Identify Fitzgerald's tone towards his daughter and provide three text examples (come up with a different, precise tone word for each). Also, what is your opinion of Fitzgerald simply from reading this letter? Do you like him? Dislike him? Identify with him? Also, bring Lit book to class on Monday. Mon. Pick up Gatsby books in library
Discuss Fitzgerald bio and letter.
--Begin reading "Winter Dreams" (Lit Book)
HW: Finish "Winter Dreams"; write a brief (5 sentences or less) summary of each section of the story.
Tues.
Discuss "Winter Dreams"
--Read section summaries (randomly selected students) --"Winter Dreams" Analysis Questions:
What was Dexter's perception of Judy in part I? (find text evidence)
How had Dexter's perception of Judy changed in part II? (find text evidence...just assume from now on, always, that you should find text evidence)
Explain the importance of the following quote from the end of part II: "...for the second time, her casual whim gave a new direction to his life."
Describe the adult Judy. What kind of person is she? Do you know anyone like her?
How did Dexter justify Judy's lying to him? Why?
Describe Dexter's view of Irene. How does his view of Irene compare to his opinion of Judy?
Explain the meaning of the following: "The dream was gone. Something had been taken from him." What dream? What had been taken from him?
Intro The Great Gatsby
HW: Read Ch. 1 of Gatsby. Answer the following questions: Chapter 1:
(1) In Chapter I, the reader meets the narrator, Nick Carraway. These first four paragraphs
serve as a prologue that introduces the rest of the story. What information does Nick
give about himself in this prologue?
(2) Nick also explains his disillusionment with mankind. What about Gatsby causes this
disillusionment?
(3) What is Nick’s socio-economic background?
(4) When Nick returns from the war, why does he decide to go East?
(5) How is West Egg different from East Egg?
(6) Before meeting him, what is learned of Tom Buchanan? Locate a quotation that seems to
sum up Buchanan.
(7) Find the words Nick uses to describe Daisy’s voice, which is one of her most noticeable
features.
(8) At this point, what do you know about and what is your opinion of Daisy?
(9) Daisy says, “Tom’s getting very profound.” What do you think her tone might have
been? Present support for your answer.
(10) When the telephone rings a second time, why does Nick say, “No one was able utterly
to put this fifth guest’s shrill metallic urgency out of mind”?
(11) What is the reader left to think about Daisy’s emotional state and her relationship with
Tom?
(12) Who is Jordan Baker, and what has Nick heard about her?
(13) At the end of this chapter, Nick sees Gatsby on the lawn and is about to call to him but
does not. What stops him? What does Gatsby’s “trembling” suggest?
(14) The green light that Gatsby is staring at is mentioned several more times, and it assumes
a symbolic significance. Where do you think the green light might be?
Also, as you read this book, note any passages that you have questions/confusion about, particularly when Fitzgerald's language or writing style is giving you difficulties.
Wed.
Discuss Ch. 1 of Gatsby and questions.
HW: Read Ch. 2 of Gatsby and answer the following questions:
(1) The description of the "valley of ashes" opens Chapter II. On a literal level, what is the valley of ashes? What might it represent on a symbolic level?
(2) Contrast Tom with George and Daisy with Myrtle; what are their differences?
(3) At the party in the apartment, what social classes are represented, and by whom?
(4) In what social class does Nick belong?
(5) Compare and contrast the apartment party with the dinner from Chapter I.
(6) Notice how often and in what context Doctor TJ Eckleburg's eyes are mentioned. What is this literally? What might be the symbolic significance of these eyes?
(7) Do you think Tom will leave Daisy for Myrtle? Support your answer.
Thurs.
--Questions?
--Discuss Ch. 2 of Gatsby
--Discuss cover and potential symbolism
HW: Read Ch. 3 and answer the following questions:
(1) Find support for this statement: "Gatsby's parties were expensive, elaborate, raucous affairs; but they were not gatherings of his friends who brought warmth and happiness with them."
(2) What is Nick's opinion of the people at the parties when he says that once there, the guests "conducted themselves according to the rules of behavior associated with amusement parks."?
(3) What is the great quality in Gatsby's smile?
(4) What do Gatsby and Nick have in common?
(5) What does Fitzgerald subtly wish to convey about Gatsby when he has Nick say, "...I was looking at an elegant young roughneck,...whose elaborate formality of speech just missed being absurd. Some time before he introduced himself I'd got a strong impression that he was picking his words with care"?
(6) In what way is Gatsby's behavior at his party quite unlike the behavior of most of his guests?
(7) What do you think Fitzgerald wishes to convey about Gatsby's parties through the incident with the drunks and the car and the husbands and wives arguing?
(8) What impression do you get from Nick's statement that he is "one of the few honest people [he has] ever known"?
Fri.
-Discuss Ch. 3 of Gatsby
--Discuss cover and potential symbolism (if we did not get to it already)
HW: Read Ch. 4 and answer:
(1) Since most of his guests ignore him, why do they come to Gatsby's house?
(2) Why does Nick have to "restrain his incredulous laughter" when Gatsby says he is "...trying to forget something very sad that had happened to me a long time ago"?
(3) What does this conversation reveal about Gatsby?
(4) What changes Nick's mind about the truth of Gatsby's stories?
(5) Who is Meyer Wolfsheim, and what do we know of him?
(6) Beginning with the line, "One October day..." Jordan recalls the time in 1917 when she saw Gatsby and Daisy together. What indication is there that Daisy really likes Gatsby?
(7) How does Daisy behave the night before her wedding? Why?
(8) From whom do you think the letter in her hand comes, and what do you think it might have said?
(9) To what is Nick referring when he says, "Then it had not been merely the stars to which he [Gatsby] had aspired on that June night"? Mon.
(1) Student responses/excerpts from Friday's writing on Gatsby's library/owl eyes/illusion vs. reality --First off, the "stout, middle-aged man with enormous owl-eyed spectacles" contributes to the [symbol] of Dr. TJ Eckleburg's eyes on the billboard. The binary of illusion vs. reality is also present in this passage because the man who is sitting in Gatsby's library starts talking about the books. The owl-eyed man is surprised to see that Gatsby owns real books. He says it surprises him that they are not "a nice durable cardboard," but are in fact "absolutely real." He considers Gatsby's retaining of real books a magician act that he was thorough enough to keep real books in his library, even though, as evident by the owl-eyed man, Gatsby finds no use for them. This might also bring in the binary of materialism vs. the value of knowledge/wisdom.
--In this age of lavish existence, many live in a superficial and materialistic state of mind. One such example is the drunken man that Jordan and Nick come across in the library. He is surprised that all the books are real, "absolutely real- have pages and everything." The man was expecting them to be fake, a simple display of Gatsby's obscene amount of wealth.
--This binary tells the reader that you can't judge a book (person) by its cover because you can't really tell a person's habits unless you know their personality.
(2)---“There are only the pursued, the pursuing, the busy, and the tired.”
Explain how this line relates and contributes to the development of plot, character, and theme in the novel.
Who in the novel is pursued and by whom? Pursuing and whom? Busy and with what? Tired and why?
Which of these are you?
(3)-Discuss Ch. 4 questions
HW: Read Ch. 5 and answer:
(1) In this chapter, how does Gatsby appear, what words convey his emotions, and how does Nick portray him as he waits for and then meets with Daisy? What is the implication of the way he is described? (find text support)
(2) How does Daisy react to the meeting? Find several specific examples in the text.
(3) When Nick asks Gatsby what business he is in, Gatsby responds, “That’s my affair,”
before he realizes that it is not an appropriate reply. Why does Gatsby give that answer,
and why is it not an appropriate reply?
(4) Why does Gatsby throw all his shirts on the table?
(5) Why do you think Daisy reacts to this in the way she does? Support your answer.
(6) Find an example of a paradox in the description of how Nick sees himself in relation to
Gatsby and Daisy.
(7) In the third-to-last paragraph of this chapter, what does Nick mean when he says,
“There must have been moments even that afternoon Daisy tumbled short of his
dreams—not through her own fault, but because of the colossal vitality of his illusion”?
*Additionally, find and quote a line or passage that contains any authorial device, and briefly analyze the device's effect in the passage.
Tues.
(1) Discuss Chapter 5, beginning with...
---
As the three of them look across the bay toward Daisy’s house, the narrator states,
“Possibly it had occurred to him that the colossal significance of that light had now
vanished forever. Compared to the great distance that had separated him from Daisy it
had seemed very near to her, almost touching her. It had seemed as close as a star to the
moon. Now it was again a green light on a dock. His count of enchanted objects had
diminished by one.”
What does Fitzgerald mean by:
A. “the colossal significance of that light”?
B. “Compared to the great distance” between Gatsby and Daisy?
C. “Now it was again a green light on a dock. His count of enchanted objects had
diminished by one?”
(2) Discuss your quotes; my questions; your questions.
(3) If time, trace time/clock motif (no pun intended)
HW: Read Ch. 6 and answer:
(1) In the first five pages of Chapter VI, we learn a great deal about Gatsby’s background.
A. Who are Gatsby’s parents and what is he leaving when he leaves home at 16?
B. When and why does James Gatz change his name to Jay Gatsby?
(2) Nick says, “So he [Gatsby] invented just the sort of Jay Gatsby that a seventeen year-old
boy would be likely to invent, and to this conception he was faithful to the end.” For
James Gatz, what would the ideal Jay Gatsby be like, do, and have?
(3) To young Gatz, what does Dan Cody’s yacht represent?
(4) Why does Gatsby not get the $25,000 left him in Cody’s will?
(5) Referring to the aftermath of Dan Cody’s death, at the end of the first part of Chapter VI,
Nick says, “He [Gatsby] was left with his singularly appropriate education; the vague
contour of Jay Gatsby had filled out to the substantiality of a man.” In your own words,
explain Nick’s two points.
(6) Knowing Tom as we do, how can we account for his comment about being “oldfashioned”
and “women run[ning] around too much these days to suit [him]”?
(7) What is Daisy’s opinion of Gatsby’s party? Why?
(8) When Gatsby says that he cannot make Daisy understand, what is it that he wants her to
understand?
(9) What is Nick’s view of repeating the past, and what is Gatsby’s opinion? (find text evidence). Why is Gatsby’s
opinion unrealistic and, potentially, tragic?
*Additionally, find and quote a line or passage that contains any authorial device, and briefly analyze the device's effect in the passage.
Wed.
(1) Discuss your quotes from Ch. 6
(2) Discuss my questions and yours from Ch. 6
HW: Read Ch. 7 and answer:
1. How is the behavior of the characters linked to the hottest day of the summer?
2. What does Tom discover that unnerves him, and how does he discover it?
3. What does Gatsby understand about Daisy’s voice that Nick does not?
4. In what cars do the five of them travel into the city?
5. Why do you suppose that Tom decides to let Wilson finally have the car he has been
promising him?
6. What indication is there at this point that Tom means quite a bit to Myrtle?
7. Besides Myrtle’s, what other eyes are mentioned in this section of the chapter?
8. What does Nick mean and why does he say, “Angry as I was…, I was tempted to
laugh whenever [Tom] opened his mouth. The transition from libertine to prig was so
complete”?
9. Why does Daisy have a difficult time saying, as Gatsby wishes, that she never loved Tom?
10. Why is it important to Gatsby that Daisy say she never loved Tom, only him? What is
the key sentence that shows Daisy will not leave Tom?
11. How has Gatsby gotten some of his money, and what does Tom say that startles Gatsby?
12. What is Daisy’s reaction to this news?
13. How does Fitzgerald describe for the reader what is about to happen? What words are
used? What figures of speech are employed? Do you see any common strands within this diction and figurative language?
(1) Trace the recurring image of eyes, and ascertain the purposes of those images. Consider blindness on any level as well as sight. (2) Trace motifs of Gatsby's smile and Daisy's voice (3) Trace color motifs (especially green, gold, silver, white)
Construct a thesis that states your claim as to the ultimate thematic meaning of this motif (let the evidence lead you to this meaning), and then support with at least three separate pieces of text evidence (from at least two different chapters) along with analysis and connection back to your thesis.
Tues. (In groups)
Discuss end of Gatsby (ch. 8 and 9): In your group, decide upon and choose the most important quote/excerpt from chapter 8 and the most important from chapter 9. Explain and justify why these are the most important quotes of each of the two chapters.
Then answer the following questions: Chapter 9
1. Why does Nick compare the Dutch sailors to Gatsby? How does the comparison help to state Fitzgerald’s conclusion? What do you make of the ending (the last page/lines)?
2. How is the story an ironic twist of the American Dream? Consider Daisy and Gatsby, Daisy and Tom, Myrtle and George Wilson, Myrtle and Tom, Nick and Jordan.
3. Compare the beginning and the ending of the novel. Has Gatsby changed? Has Nick changed? Explain and justify your responses.
HW: Read Gatsby critical essays and identify thesis/claims/evidence/analysis for Friday
Make sure to read:
-"Fitzgerald's use of the Color Green"
-"The Theme of Time in The Great Gatsby"
--Discuss and assign Gatsby symbol/motif/theme analysis essay (min. 1 other critical source, but in support of your own interpretation which should be primary content in analysis)
--Choose from the following subjects/symbols/motifs on which to base your thesis and paper: the green light; the valley of ashes; time; eyes; weather/seasons; The American Dream; colors (focus on one in particular); Gatsby's smile; Daisy's voice; or your own choice
--Write this essay in 5 paragraph style: Intro begins with an attention-grabber and ends with a thesis that states your primary argument and telegraphs the three points/areas you'll analyze in your body paragraphs. Each body paragraph (3 total) examines a different main claim in support of your thesis, and cites and analyzes text evidence. Conclusion begins by rephrasing your thesis and then ends with a closing thought that connects back to the Intro's attention-grabber and/or answers the "So what?" question.
--Analysis: What It Is and What It Does (note: all of the following is taken from Writing Analytically by David Rosenwasser and Jill Stephen)--incidentally, this is the most useful book on writing and how to improve your writing that I've ever read.
--Analysis is the "search for meaningful pattern. It asks how something does what it does or why it is as it is" (Rosenwasser and Stephen 53).
--"[Analysis] is the skill most commonly called for in college courses and beyond. When asked in faculty writing seminars to talk about what they want from student writing, faculty say that they want students to be able to arrive at ideas about information, rather than merely report it (neutral summary) or try to match information with personal experience" (53-54).
--When you write analytically, you move from presenting evidence (step 1) to formulating that evidence into patterns of connection or contrast (step 2) and then asking So what? about it (step 3).
---There are "five analytical moves" that represent the frame of mind for approaching analysis:
#1: Suspend judgment (understand before you judge what something means). #2: Define significant parts and how they are related.
----to practice this, begin by describing something you wish to better understand. "Say what is there, what details you notice in your subject. Then write a paragraph in which you say what the description revealed to you about the nature of the subject" (56). Ex. (a writer's analysis of another author's speech) "I am not the wise old fish" (1). "Please don't worry that I am getting ready to lecture you..." (2). "Please don't think that I am giving you moral advice" (5). A recurrent feature of the address is the author's imploring his audience ("Please") not to assume that he is offering moral instruction. The sheer repetition of this pattern suggests that he is worried about sounding like a sermonizer, that the writer is anxious about the didacticism of his speech. But obviously the piece does advance a moral position; it does want us to think about something serious, which is part of its function as a commencement address. What's most interesting is the final apology, offered just as the piece ends (7). Here Wallace appears to shift ground. Rather than denying that he's "the wise old fish" (1), he denies that...
#3: Look for patterns of repetition (strands) and contrast (binaries) and for anomalies (things that don't fit in either strands or binaries). (THE METHOD)
Ask:
--What repeats?
--What goes with what? (strands)
--What is opposed to what? (binaries)
(for all of these questions) ---> SO WHAT?
--What doesn't fit? (anomalies) So what?
#4: Make the implicit explicit (convert to direct statement meanings that are only suggested--make details "speak").
Implication: An Example Imagine you are driving down the highway and find yourself analyzing a billboard advertisement for a brand of beer. Such an analysis might begin with your noticing what the billboard photo contains, its various "parts"--six young, athletic, and scantily clad men and women drinking beer while pushing kayaks into a fast-running river. At this point, you have produced not an analysis but a summary--a description of what the photo contains. If, however, you go on to consider what the particulars of the photo imply, your summary would become analytical. You might infer, for example, that the photo implies that beer is the beverage of fashionable, healthy, active people. Your analysis would lead you to convert to direct statement meanings that are suggested but not overtly stated, such as the advertisement's goal of attacking common stereotypes about its product (that only lazy, overweight men drink beer). By making the implicit explicit (inferring what the ad implies) you can better understand the nature of your subject.
#5: Keep reformulating questions and explanations (what other details seem significant? what else might they mean?).
"The following questions are typical of what goes on in an analytical writer's head as he or she attempts to understand a subject...the questions are geared toward helping you locate and try on explanations for the meaning of various patterns of details." -Which details seem significant? Why? -What does the detail mean? -What else might it mean?
(Moves: Define Significant Parts; Make the Implicit Explicit)
How do the details fit together? What do they have in common? What does this pattern of details mean? What else might this same pattern of details mean? How else could it be explained?
(Move: Look for Patterns)
What details don't seem to fit? How might they be connected with other details to form a different pattern? What does this new pattern mean? How might it cause me to read the meaning of individual details differently?
(Moves: Look for Anomalies and Keep Asking Questions)
(2) Explanation of The Method (p. 26-27 in handout). Example of doing The Method on a poem (p. 30-31).
(3) Guided instruction of "The Method" on "Luke Havergal" (LIT BOOK) The Method on "Luke Havergal" (Lit book p. 606)
The Method is a way to identify what an author is most concerned about in a given text: the most important evidence. This then allows you to narrow down your evidence to what should be focused on in your analysis. It's still up to you to construct meaning from the evidence.
(1) Guided instruction of "The Method" on "Luke Havergal" (LIT BOOK) continued
Strands west/western:
"Go to the western gate" x 4 (line 1, 7, 25, 31)
"western glooms" x 1 (11)
east/eastern:
"There is not a dawn in eastern skies" x 3 (9, 15, 16)
death
"Out of a grave" x 3 (17, 18, 23)
"slays" x 1 (13)
"dead words" x 1 (28)
hell/fire/red
"vines cling crimson" x 1 (2)
"fiery night that's in your eyes" x 1 (10)
"And hell is more than half of paradise" x 1 (14)
"...this kiss, / that flames upon your forehead with a glow" x 1 (19)
"There are the crimson leaves upon the wall" x 1 (26)
wind/flying leaves
"The leaves will whisper there of her, and some, / Like flying words, will strike upon you as they fall" x 1 (4-5)
"God slays himself with every leaf that flies" x 1 (13)
"...the winds are tearing them [the leaves] away" x 1 (27)
Binaries
west vs. east
Anomalies
?
(2) Complete The Method and then write a "Healthy Paragraph" of analysis of "Luke Havergal" based on what you found using The Method.
Wed
Finish "The Method" on "Luke Havergal" (LIT BOOK)
Students use "The Method" and theme statements on "Richard Cory" (LIT BOOK)
HW: --Gatsby Lit Analysis 5 paragraph due to turnitin.com by Saturday at 11:59 PM and print copy due in class on Tuesday.
--Complete TP-CASTT on "Prufrock". Bring to class on Tuesday; you'll use it to complete a written response to the poem:
--After completing your TP-CASTT (or during, if you're struggling with understanding the poem), read the following author's critical essay and interpretation of "Prufrock":
Tues. I have to be in a meeting today during class, so you'll continue the Gatsby movie and the rest of our assignments will be moved ahead one day.
Wed.
Finish discussion of "Prufrock"
--Begin written theme response to "Prufrock": Create a theme statement for the poem based on one of the poem's subjects (as discussed in class). Analyze how tone and any other poetic devices contribute to this theme and support with text evidence.
Thurs.
--Finish "Prufrock" discussion (discuss your thesis statements; evidence; TP-CASTT responses) Lit analysis essay due tomorrow, beginning of class (1-2 pages).
Fri. -Collect "Prufrock" Lit Analysis -Review Gatsby Test
-Finish Gatsby film
[NOTE: read over "In a Station of the Metro", "The Red Wheelbarrow", and "This is Just to Say" over the weekend. You do not need to do any extended analysis on them, but make sure you've read them before Monday's midterm.]
Monday MIDTERM is in C147 @ 7:40am. Tuesday
Midterms
Wed. 1/25
-Finish Gatsby movie
-Review Midterm
Thurs. 1/26
--Read and Discuss "A Few Don'ts by an Imagiste"
--Assign student-taught poems: (1) "The River Merchant's Wife: A Letter"; (2) "In a Station of the Metro"; (3) "The Red Wheelbarrow"; (4) "The Great Figure";
(5) "This is Just to Say"; (6) "Heat"; (7) "old age sticks"; (8) "Of Modern Poetry" [I'll teach "anyone lived in a pretty how town"]
---Your group must do all of the following for your poem: --Submit a completed TP-CASTT sheet for the poem --Use TP-CASTT to guide the class through a reading of the poem by:
1) reading the poem aloud and then
2) explaining any TP-CASTT steps useful in understanding the poem
3) pointing to text evidence wherever possible
4) providing a theme statement for the poem that is supported by your evidence
5) responding accurately and completely to any questions on your poem from the class or teacher
*all group members must verbally participate in this discussion Notice and Focus and The Method are strategies for finding evidence. Pan/Track/Zoom is a strategy for analyzing and producing content from this evidence:
Fri. 1/27
no class (early dismissal) Mon. 1/30
-TP-CASTT on "anyone lived in a pretty how town"
-work time for poetry groups
HW: Read through all of the following poems for tomorrow:
(1) "The River Merchant's Wife: A Letter"; (2) "In a Station of the Metro"; (3) "The Red Wheelbarrow"; (4) "The Great Figure"; (5) "This is Just to Say"; (6) "Heat"; (7) "old age sticks"; (8) "Of Modern Poetry"
Reminder: ---Your group must do all of the following for your poem: --Submit a completed TP-CASTT sheet for the poem --Use TP-CASTT to guide the class through a reading of the poem by:
1) reading the poem aloud and then
2) explaining any TP-CASTT steps useful in understanding the poem
3) pointing to text evidence wherever possible
4) providing a theme statement for the poem that is supported by your evidence
5) responding accurately and completely to any questions on your poem from the class or teacher
*all group members must verbally participate in this discussion Notice and Focus and The Method are strategies for finding evidence.
Tues.
--work time
Wed.
--Harlem Renaissance poetry (Lit book)
Thurs.
-Review Unit 5 Vocab answers
-draw presentation numbers for the day
-poem presentations
HW: American Dream "show and tell": bring in an image that represents your American Dream and be prepared to explain what your American Dream is and how the image represents this. Mon. 2/6
Finish poem presentations pick up Death of a Salesman books
Tues.
--American Dream "show and tell"
--What has the American Dream come to mean? What does "happiness" look like? "Success"? Is the American Dream still achievable? For everyone? What factors make it easier or more difficult for one to attain it?
-"Death of a Salesman is a tragedy about the differences between a New York family's dreams and the reality of their lives. The play is a scathing critique of the American Dream and of the competitive, materialistic American society of the late 1940s."
-"When the play version appeared on Broadway, it was a total hit. It won Arthur Miller the Pulitzer Prize in 1949...Death of a Salesman is widely considered even to this day to be one of the greatest American plays ever written."
-"Death of a Salesman is often considered an attack on the American Dream...In 2004, surveys found one-third of Americans adamantly insisting they were not living the American Dream, with half of them saying it wasn’t even attainable for them."
-"What has the American Dream come to mean, anyway? For Willy Loman, it was popularity and demeanor. For many of us, it’s a big-screen TV and a [BMW] in the garage. The bigger question is what we’re sacrificing for this big, glittery dream. 'Success' starts being a relative term. You’re only successful if you’re more successful than other people you know; your car is only sexy if it’s sexier than the one next door.
So try to read Death of a Salesman with this in mind: if the American Dream isn’t working, or if it has shifted to the point where success is no longer equated with happiness, what’s the point? Or, if you know anything about Indie rock, please apply the following Metric lyrics: 'Buy this car to drive to work; drive to work to pay for this car.'"
Also, find evidence to respond to the following questions (related to subjects/themes of the play) as you read the play: Lies and Deceit:
What characters deceive themselves or others? How do they do this (find specific text examples)? Why do they do this?
Which characters fight against this deceit? How do they do this (find specific text examples)? The American Dream:
Find evidence to support the following arguments:
--By directly linking his sense of self-worth to the achievement of the American Dream, Willy’s professional failure becomes personal failure and a crisis of identity.
--Biff’s struggle in Death of a Salesman is primarily one of separating his sense of self-worth from his professional life. Dreams/Hopes/Illusion:
Support or refute the following statement:
Dreams function purely as a form of self-deception in Death of a Salesman. Success:
Willy’s obsession with obtaining concrete evidence of success distracts him from recognizing the important intangibles in his life, particularly the love of his family members. Pride:
Support or refute: Willie Loman's greatest flaw is his pride.
Find text evidence/appearances relating to the following symbols/motifs: (choose 3)
-Seeds
-Stockings
-Alaska/The West/Africa
-The title of the play (Death of a Salesman). What's the meaning(s) of the title?
Is Willie Loman a tragic hero or just a pathetic man? Aristotle defines a tragic hero with the following five characteristics:
-a tragic hero must evoke in the audience a sense of pity or fear
-the hero must be "virtous...a morally blameless man."
-the hero is one "who is not eminently good and just, yet whose misfortune is brought about not by vice or depravity, but by some error or frailty." In other words, he/she possesses a tragic flaw.
-the hero must be the one who commits the error or wrong that brings about his own downfall
-the hero must be "highly renowned and prosperous" (often royalty).
HW: Read Salesman Act I Although you're not required to complete the study guide questions for the Act, you should at least read through them to check your understanding and review plot/character elements.
-Gather at least one piece of text evidence for each of your chosen theme subjects and write this in your journal. Bring journal to class each day. -Choose one quote that you find interesting, revealing, or believe is representative of the Act.
Wed.
Discuss Act I
-Pointing as summary (stand up) ---Pair up @ desks and discuss:
What you know of each character (and find a representative quote)
What you know of the plot thus far
The evidence you've found for your chosen themes thus far (be prepared to provide your current analysis of its meaning)
The evidence you've found for your chosen symbols/motifs thus far (be prepared to provide your current analysis of its meaning)
HW: Read Salesman Act II and Requiem (finish the play).
Thurs.
Discuss Act II and Requiem
Prompt #1: Support the following argument: (Pride) Willy Loman’s greatest flaw is his pride: a flaw which results in his professional and personal failure, and ultimately his death.
--WILLY: That’s just what I mean, Bernard can get the best marks in school, y’understand, but when he gets out in the business world, y’understand, you are going to be five times ahead of him. That’s why I thank Almighty God you’re both built like Adonises. Because the man who makes an appearance in the business world, the man who creates personal interest, is the man who gets ahead. Be liked and you will never want. You take me, for instance. I never have to wait in line to see a buyer. "Willy Loman is here!" That’s all they have to know and I go right through. (Act 1)
Prompt #2: Support the following argument: (Success) In Death of a Salesman, Willy Loman’s obsession with obtaining concrete evidence of success distracts him from recognizing the important intangibles in his life, particularly the love of his family members.
--BEN: Principally diamond mines.
LINDA: Diamond mines!
BEN: Yes, my dear. But I‘ve only a few minutes—
WILLY: No! Boys! Boys! [Young Biff and Happy appear]: Listen to this. This is your Uncle Ben, a great man! Tell my boys, Ben!
BEN: Why, boys, when I was seventeen I walked into jungle and when I was twenty-one I walked out. [He laughs] and by God I was rich!
WILLY [To the boys]: You see what I been talking about? The greatest things can happen! (Act 1)
Prompt #3: Support the following argument: (Lies and Deceit) In Death of a Salesman, Willy and Linda Loman's self-deception and denial of reality ultimately result in Willy's downfall.
(view scene from film: Willy getting fired)
Fri.
Discuss Salesman themes and symbols/motifs
Monday 2/13 Salesman essay test Bring your theme/quote journals
Tues
--Hand out Of Mice and Men -read Of Mice and Men and write responses to the following discussion questions: be prepared to discuss these questions, submit your written responses, and take a test in the week I return.
-View Salesman film
Wed 2/15
report to guidance for course scheduling
Salesman film
Thurs Salesman film
Fri
no school Mon
no school
Tues.
Finish Salesman if necessary
Finish Of Mice reading and work
HW: Of Mice should be read and the work should be completed for tomorrow
Wed.
Finish Salesman film
Thurs.
-Collect Discussion question responses
Group Review -For each chapter, identify the five most important plot points and bullet-list them in chronological order. (list these on board) -Additionally, choose an excerpt that is most representative of the chapter, and quote it.(list page # on board and read aloud; explain importance)
-Ask any questions you have on the content of the chapter (optional: only if you have questions/confusion). -For each assigned character, describe them 1) physically, 2) personality, and 3) any important connections to other characters. -Additionally, choose an excerpt that is most representative of the character, and quote it.(list page # on board and read aloud; explain importance)
1) Chapter 1 and Lennie
2) Chapter 2 and George
3) Chapter 3 and Curley
4) Chapter 4 and Crooks
5) Chapter 5, Curley's Wife and Candy
6) Chapter 6, Slim and Carlson
-Of Mice and Men Discussion Questions Chapter 1
1. George and Lennie are obviously committed to each other, yet they often criticize each other or threaten to leave. Examine the negative aspects of this relationship, and then consider why they stay together in spite of all of this. Contrast the language of each, their threats and complaints, with what they really feel. What is it that so strongly binds these two together?
Chapter 4
Crooks, Lennie, Candy, and Curley’s wife are lonely people with specific needs. Compare the four characters and discuss what they need and want to end their respective feelings of loneliness.
Chapter 6
When George shoots Lennie, is this a sign of the strength of his love or the weakness of his love for Lennie? Has he finally followed through on the threat to abandon Lennie? Why does he shoot Lennie in the middle of their imagining the farm one last time?
Fri. Of Mice and Men discussion.
What's up with the title?
But, Mousie, thou art no thy lane [alone]
In proving foresight may be vain:
The best-laid schemes o' mice an' men
Gang aft agley, [often go awry]
An' lea'e us nought [leave us nothing] but grief an' pain,
For promised joy.
Still thou art blest, compar'd wi' me!
The present only toucheth thee:
But, och! I backward cast my e'e [eye]
On prospects drear! [dreary]
An' forward, tho' I canna [cannot] see
I guess an' fear! Mon. Feb. 27 assign u6 vocab
return Gatsby essays
collect all books
-Research paper intro: briefly view sample; discuss options; view database.
Link to Library Databases (use Literature Resource Center --> password is parkland --> search for topic).
(use Proquest Learning: Literature --> login is phstrojans, password is 18104 --> click on "criticism" at top and search for topic)
HW: Identify two potential works from what we've read that you'd be interested in researching: Fahrenheit 451 (Bradbury); A Farewell to Arms (Hemingway); The Great Gatsby (Fitzgerald); Catcher in the Rye (Salinger); Of Mice and Men (Steinbeck); Death of a Salesman (Miller)
Tues. Feb. 28
Search for and skim sources on your topic. Skim the articles you find and identify the author's thesis in each. Type or write these out. From these, you should eventually be able to formulate a working thesis of your own. note: Find a minimum of three thesis statements for each of your two potential works. (thus, a total of six thesis statements).
HW: Create a working thesis statement; come to class tomorrow with this. This statement should communicate the topic and focus you currently plan to take with your chosen work.
Wed.
-(In classroom) On the board, write one of the thesis statements that you found.
-We'll discuss these examples. -Your thesis should make a claim (of meaning and/or theme) about your topic (selected work), and suggest the supporting evidence(symbols, scenes, motifs, characters, etc.) for this claim. --examples:
-
Through the incidence of Gatsby almost breaking the clock, his ultimate failure
when he tried to repeat the past, and the products of the years gone by that
simply cannot be undone, F. Scott Fitzgerald’s The Great Gatsby demonstrates
that the effects of time cannot be reversed.
-
Fitzgerald uses the color green as a pathway into
different interpretations and themes for the novel. The Great Gatsby embraces the different
aspects that the color green influences on each event as they create a transition of its meaning
between not only hope deriving from the past and the dominance of wealth, but also the
inspiration of a new beginning. -
The Great Gatsby is centered around the death of the American dream, as shown by the hopelessness of the poor,
the reckless materialistic pleasure-seeking rich, and finally the death of the idealistic personification of
the dream.
- The Great Gatsby suggests that one’s fixation with material wealth leads to the inability to discern between genuine emotions and pure emotionless desire, which causes one to lose the ability to perceive what is real.
*Create a working thesis statement for your selected work.
Thurs. (In library LINK lab) Browse through the print sources on your selected work. Browse online sources. Find sources to support your working thesis.
Fri.
(In library CENTER COMPUTERS) Continue to gather sources. HW: You should have all of your sources in class on Tuesday. Mon. Unit 6 vocab quiz
Tues.
Reading, Annotating, and Citing Sources (and Notecards How-to).
--Review Sample Paper w/ annotations (M.'s Gatsby paper) for format. [handout: annotated model paper]
--Discuss: What is Plagiarism (and what isn't)? When to use Summaries, Paraphrases, and Quotes. Discuss and answer any questions.
--Citing Sources: Overview and examples of author page style for MLA citations. Overview of p. 362 and 363 in "A Guide to Avoiding Plagiarism." [handout: Guide...]
Wed. Next step:
--Reading and annotating sources to find evidence. Read with your working thesis in mind. Highlight and annotate potentially useful evidence. [handout: Gatsby and the Pursuit of Happiness Critical Essay]
--Practice annotating/highlighting evidence with Gatsby article:
(sample working thesis for this article: F. Scott Fitzgerald's The Great Gatsby asserts that moral rather than material corruption is the bullet that has killed the American Dream; it is not wealth alone, but rather its misuse, that has destroyed this ideal.)
--Read and annotate your first article. Complete Source Sheet #1 for your first source.
Thurs. Check Source Sheet #1 Annotate/cite the rest of your sources; we'll discuss outlining on Monday.
Fri. no school for students Mon. Outlining the research paper:
-Exercises: p.464-65 Exercises 34, 35, 37, and 38.
HW: Printed rough drafts due Monday for peer editing (see Monday for further explanation). Mon.
Printed rough drafts due in class for peer editing. (This should be a full rough draft, including Works Cited page, that follows the format of the model essay you were provided--the file is included above on the wiki in case you lost it).
Wed. final paper due submitted to turnitin.com (if you want written feedback, also submit a print copy to me in class)
Grammar Exit Test
Thurs.
Ms. Smith begins Shakespeare/Othello
Fri.
Shakespeare/Othello Mon. through Wed. Othello
NOTE: All quizzes, tests, and essays not made up (or scheduled to be made up) by Wednesday, April 4 (end of the marking period) will be zeroes, so check your grades.
Monday
in-class 5 paragraph persuasive essay REPORT TO LINK LAB IN LIBRARY FOR THIS. Bear in mind that you have only the class period to complete this entire essay, so if you're late, you're making the choice to write this paper in less time.
(theme) Look at the conflict (binary) between the imagination and the real world that occurs in the poem (both the boy and the ice storm bend the birches; "But I was going to say when Truth broke in...Now am I free to be poetical?" (21-23); gravity pulls the boy back to earth as he climbs "toward heaven"). There's a tension here between the two: a constant push and pull between them ("May no fate willfully misunderstand me / And half grant what I wish and snatch me away... Earth's the right place for love: / I don't know where it's likely to go better" (51-54)). The real world is a place of pain, but also a place of love. In contrast, the imaginary world is something we can change at our whim; it's escape from the harshness of the real world, but it's also isolating and thus loveless.
HW: TP-CASTT on your own with the assigned Frost poem(s): "Nothing Gold Can Stay" and "Birches".
Music trivia note: "Nothing Gold Can Stay" is also...
Some sample in-depth analysis of "Nothing Gold Can Stay"
Wed.
Frost poetry continued
-close reading/analysis of "Nothing Gold Can Stay"
HW: Write a theme statement for "Birches" and include at least three pieces of text evidence.
note: tomorrow, I'll call upon some of you to read your theme statements and I will try to disprove them with text evidence; be prepared!
Thurs.
Frost continued
--"Birches" theme statements
classwork/HW for Monday: note: each of you will be assigned one poem that you are responsible for knowing in detail (TP-CASTT), but you are responsible for reading and analyzing all of the poems for testing purposes
(1) "Mending Wall"
(2) "Out, Out--"
(3) "Stopping by Woods on a Snowy Evening"
(4) "Acquainted With the Night"
(5) The Gift Outright"
Fri.
no class (early dismissal) Monday
prep poem presentations:
-grade will be part group-based, part individual group:
-thorough explanation of TP-CASTT strategies
-accurate analysis of poem and poem's devices
-points to text evidence to support analysis
-theme statement is insightful and supported with text evidence individual:
-projects voice
-speaks clearly
-points to text evidence for any support
NOTE: if you do not take part in the oral presentation (for any reason, including absence) you have the option to take a zero on the individual portion of the grade or turn in your analysis in written form the day of your return to class
Tuesday
discuss the rest of the Frost poems (TP-CASTT groups)
Wed (if necessary)
discuss the rest of the Frost poems (TP-CASTT groups)
Thurs
Frost Poetry Test Make sure you know:
--any information we discussed relating to Frost and the poems, including but not limited to themes, TP-CASTT, and poetic devices
--The following terms:
alliteration extended metaphor simile
allusion imagery symbol
assonance mood theme
consonance paradox tone
diction personification --as well as any other poetic devices that you want to be able to recognize and analyze in the new poem that will be given to you on the test
note: students who must take a make-up test may take an alternate version with different poems
Fri. May 18 --Favorite Poem Project details --begin Mockingbird freewrite/Discussion;
-read and discuss article on prejudice;
-To Kill a Mockingbird: What is it and why should I care?
-when we begin the movie, pay attention to the "short essay topics" towards the back of your study guide; they may come back to you in some form. Monday
Benchmark testing (report to Link Lab)
-read and discuss article on prejudice;
(1) Explain one potential historical basis for prejudice.
(2) What social cues do we tend to use most frequently when making group associations?
(3) New research shows that obsession with who is or isn't in our group may be driven by what emotion?
(4) How did people's brains respond differently to images of the homeless in contrast to that of sports heroes and businessmen? Why is this potentially problematic?
Are you prejudiced? --begin Mockingbird freewrite/Discussion (#1, 2, 4, 6 freewrite, then "comment of value" discussion)
-To Kill a Mockingbird: What is it and why should I care?
-when we begin the movie, pay attention to the "short essay topics" towards the back of your study guide; they may come back to you in some form.
Mockingbird Monday
what will the "Brave New World" look like? What current developments in technology (most that you are likely unaware of) will change the way we live in the next decade?
Thurs. Last day of classes
last day to notify of exemptions
Fri. English and History Final Exams
10 Honors English Final Exam (in B229)
50 questions and two essays
The 50 questions are comprised of:
-multiple choice questions on MLA and research paper conventions. Read passages and select the correctly cited information. Make sure you know all your rules of in-text parenthetical citation.
-true/false questions on characters, events, and motifs in Death of a Salesman
-multiple choice questions on characters and events from Othello
-matching questions on poetic and literary devices
-multiple choice questions on grammar (make sure you know how to recognize subordinate clauses and the different types of subordinate clauses; make sure you now how to recognize the difference between active and passive voice)
-true/false questions on To Kill a Mockingbird
The two essays are comprised of:
-One AP style literary analysis essay. Read two poems and contrast their opposing attitudes towards their subject by analyzing and contrasting each poem's use of poetic and language devices. Make sure you provide specific examples to support your claims. -One five paragraph style persuasive essay. You will receive two arguments based on Othello. You will have to choose one of these arguments, use it as your thesis, and draw upon specific evidence from the play to support your thesis in five paragraph format.
more Quotes
Spelling Bee Champions:
FIRST, we have an important word to consider:
hon·or [on-er]
noun
1. honesty, fairness, or integrity in one's beliefs and actions: a man of honor.
2. a source of credit or distinction: to be an honor to one's family.
3. high respect, as for worth, merit, or rank: to be held in honor.
4. such respect manifested: a memorial in honor of the dead.
5. high public esteem; fame; glory: He has earned his position of honor.
Please bear in mind that an “honor” is not something you simply sign up for; it is something that must be earned. This class will test not just your knowledge of literary devices, grammar, and writing skills, but also your adherence to this word and all the responsibilities that it carries with it.
TURNITIN.COM
Class ID#: 4280134
Password: Neff (it's case sensitive)
Syllabus:
Parent Contact Form:
Both the syllabus and parent contact forms are due by Friday.
Tuesday, September 6, 2011
(1) Welcome and the first "test": use the seating chart to find your seat
(2) Discuss Procedures: What do these mean to you? To me?
PHS's Standard Operating Procedures:
1. Be on time.
2. Be respectful.
3. Be responsible for your actions.
(3) Read "Why Literature Matters" article and discuss.
(4) Letter from a 10 Honors Rookie
Write a letter addressed to me (Mr. Neff) that details the following:
-What questions, concerns, worries, and interests do you have here on the first day of class (related to English class)? Express and respond to these.
-What do you expect this class to be like?
-What does "Honors" mean to you in terms of what you expect to do and learn in this class?
-What goals do you have set for this class?
-What are your strengths in English class?
-What skills do you need to or would you like to improve upon?
-What skills or knowledge might you learn in this class that can help you outside of school? In your job? After high school?
[Turn in when complete or beginning of tomorrow's class]
HW: Get a journal for tomorrow
Wednesday, September 7, 2011
(1) Bell-Ringer: Write and Discuss both of the following:
a) Describe the best teacher you've ever had (notice I didn't say "your favorite," because they might not be the same person).
-What did he/she do that made them a good teacher?
-How did they help you learn?
-What kinds of activities did they do in class?
-How did they make class material interesting?
-How did they motivate you?
-What kind of personality did he/she have?
-Any distinguishing class procedures or "catch-phrases" that set this teacher apart?
-Anything else you can think of?
b) Define a good student. (You do not necessarily have to consider yourself one to recognize these qualities...).
-What does a good student do AND refrain from doing while in class? While outside of class?
-Do you consider yourself to be a good student? If so, which of the qualities from your definition do you fit? Which could you improve upon?
If you do not consider yourself a good student, why? What do you need to improve upon to be considered a "good student"?
[Turn in when complete]
(2) Ice-breaker (yeah I know...fun right?)
Tabletopics. 1 card per person. Get with a partner and discuss, then introduce your partner.
NOTE: Report to Library Link Lab tomorrow. DO NOT BE LATE.
Bring Catcher print copy (and file if possible)
Thursday, September 8, 2011
REPORT TO LIBRARY LINK LAB
(1) Distribute laptops. Overview of Wiki. Register for turnitin.com.
(2) Complete Personal Reading Assessment. Save file and submit to turnitin.com (date/time due is on turnitin assignment).
(3) Submit Catcher Summer Assignment.
Friday, September 9, 2011
(1) Discuss Personal Reading Assessment.
(2) Assessment: Catcher in the Rye
Distribute Vocab Books. Unit 1 Quiz next Friday.
syllabus and parent contact forms are due
Monday, September 12, 2011
(1) 10 Honors "Entrance" Assessment (Objective Portion) [turn in]. Discuss.
Tuesday, Sept. 13
(1) Discuss Entrance Assessment (Objective Portion) and answers.
(2) Complete 10 Honors Entrance Assessment: Essay portion. Bring tomorrow.
Wed., Sept. 14
(1) Discuss 10 Honors Entrance Assessment: Essay portion.
HW: Complete Practice Essay
Thurs., Sept. 15
Picture Day
(1) Review U1 Vocab answers
(2) Review Practice Essay (look at your essay and identify each piece: hook, thesis, claim, evidence, analysis, conclusion "so what?")
Fri. Sept. 16
(1) Unit 1 Vocab Quiz
(2) Return Catchertest and assignment: discuss
Mon. Sept. 19
Begin Personal Narrative Unit
(1) See Personal Narrative Prompts and Guiding Questions:
(2) Complete "Guide to Brainstorming Topics..."
(3) From Guide, select THREE major topics that might work for Personal Narrative prompt and idea list
a. I'll model idea listing with a sample topic.
(4) Pair-Share: select a first choice topic from your three and share with a partner. Some of you will share out to class to provide examples.
Tues. Sept. 20
Distribute 5 Paragraph Narrative packet
(1) View Outline
(2) Read sample Narrative from packet and analyze for each piece from Outline.
(3) Learn and see samples of different INTRO types (see link)
(4) Learn characteristics of good CONCLUSIONS (see link)
HW: Try two of the Intro types and bring both to tomorrow's class.
Wed. Sept. 21
(1) Read Sample Intro:
(2) In Pairs: Exchange intros and evaluate for strengths/suggestions for improvement.
(3) Thesis Statements: In one to two sentences, what is your essay about? What is your point and purpose?
(4) Begin drafting essay
HW: Rough Draft due IN CLASS this FRIDAY Sept. 23
Thurs. Sept. 22
(1) Basic Writing Errors packet (BWE's)
Fri. Sept. 23
(1) Peer revision of Rough Drafts
FINAL DUE MONDAY (see Monday)
Mon. Sept. 26
5 Paragraph Personal Narrative Due: provide hard copy in class and submit to turnitin.com by 12 midnight tonight.
Conducting a Close Reading of a Short Story
The Central Question when conducting a Formalist literary analysis is "How does form contribute to meaning?"
-handouts: marginal notes, ap literary devices, journal sample, "Eleven"
Teacher Model: Close Reading of Sandra Cisneros' "Eleven":
(1) Read "Eleven" out loud and annotate along with me: take note of any literary devices (point of view, characterization, figurative language, potential symbols, tone, etc.)
(2A) Discuss your annotations.
(2B) Discuss my annotations.
HW: Read "The Story of an Hour" by Kate Chopin (in Lit book). Annotate and complete journal for "The Story of an Hour".
Tues. Sept. 27
(1) "The Story of an Hour": Discuss your annotations. My annotations.
(2) Analyzing tone and close reading with DIDLS (packet). Overview of DIDLS. Practice DIDLS on passages in packet.
(3) Read "The Far and the Near" for Friday. This time, use DIDLS to guide your annotations and complete journal on "The Far and the Near".
Wed. Sept. 28
REPORT TO LIB. COMPUTER LAB
(1) Work time for BWEs groups
no homework
Thurs. Sept. 29
no school
Fri. Sept. 30
(1) BWE #1: Sentence Fragments
(2) Discuss DIDLS exercises from packet.
HW: Read "The Far and the Near" and complete a journal; use DIDLS to guide your analysis (3 entries).
Monday Oct. 3
(1) The Method: 1) What repeats? 2) What goes with what? (strands) 3) What is opposed to what? (binaries) 4) What doesn't fit?
5) --> SO WHAT?
Step 1: List repetitions and the number of each (words, details). Look for images and substantive words, not conjunctions, for example.
Step 2: List repetitions of the same type of detail or word, which we call strands (for example, polite, courteous, decorous). Be able to explain the strand's connecting logic with a label: manners.
Step 3: List details or words that suggest binary oppositions--pairs of words that are opposites--and select from these the most important ones, while labeling the contrasts (for example, open/closed, ugly/beautiful). Binaries hint at the tensions and conflicts in the work.(for all of these questions)
Step 4: Choose ONE repetition or strand or binary as most important or interesting and explain in a healthy paragraph why it's important.
Step 5: Locate anomalies: exceptions to the pattern, things that seem to not fit. Once you see an anomaly, you will often find that it is part of a strand you had not detected.
(2)Use the Method on "The Far and the Near".
Tuesday Oct. 4
(1) Discuss "The Far and the Near": Method paragraphs (strands, binaries, anomalies)
sample theme analysis paragraph:
HW: Read "Where is Here?" by Joyce Carol Oates. For your journal, use DIDLS and focus on analyzing the mood of the story. What mood(s) does the author create and how does she create it?
Wed. Oct. 5
(1) Discuss "Where is Here?" and DIDLS (mood)
HW: Read "Anxiety" by Grace Paley. For your journal, focus on the author's use of dialogue. Additionally, write a theme statement for the story, and provide three claims for how the author establishes and reinforces this theme.
All BWEs work due
Thurs. Oct. 6
(1) Discuss "Anxiety" and author's use of dialogue.
HW: Read "There Will Come Soft Rains" by Ray Bradbury. For journal, create a theme statement for the story and then focus especially on how Bradbury uses diction, imagery, and figurative language to establish this theme (DIDLS, essentially).
Friday Oct. 7
(1) Unit 2 Vocab Quiz
(2) Read "...Rains" and complete DIDLS theme journals
Monday Oct. 10
no school
Tuesday Oct. 11
writing prompts extra credit
Wed. Oct. 12
BWE's rules #2 and #3
Thurs. Oct. 13
Discuss "There Will Come Soft Rains" and DIDLS theme journals
Also, see sample lit analysis for test:
Fri. Oct. 14
Essay Test for Short Story Unit. One class period, start to finish. Remember everything we've discussed (Intro should include a thesis that responds fully but concisely to prompt, then follow with body paragraphs that analyze WHAT devices create meaning and HOW they create meaning. Claim/Evidence/Analysis.)
Choose one short story that we read in class and discuss how any elements of form and/or literary devices contribute to theme in the story.
Mon. Oct. 17
Begin Fahrenheit 451 prereading activities.
(1)
(2)
Group Discussion (be prepared to discuss three main/interesting points that your group comes up with):
(Literature) What is the purpose of reading in our society? Do we value it as a society, or not? Does your generation read more or less than the previous generation? Is this positive or negative?
(Censorship) As an American citizen, do you feel free or censored? As a Parkland student, do you feel free or censored?
Negatives of a censored society? Positives?
(3)
Hand out books.
HW: Read Fahrenheit 451 to p. 24. In your journal, write a one paragraph summary of the literal events (What happens? Who does it happen to? Who are the basic characters and what's the basic situation?). Additionally, select one quote based on your marginal notes handout (literary devices; personal connection; historical connection, etc.) and write a reaction. Be prepared to share and discuss why you selected it.
:
Tues. Oct. 18
BWE group #3
Continue Fahrenheit 451
Assign memorization activity:
Have your lines prepared for Thursday after the vocab quiz.
Wed. Oct. 19
BWE's #4 and #5
Thurs. Oct. 20
Unit 3 Vocab Quiz
Fri. Oct. 21 (early dismissal)
no class
Finish Part One: The Hearth and the Salamander, in Fahrenheit 451, for Monday's class. Complete study guide questions. Select an additional quote using your marginal notes and be prepared to share reaction.
Mon. Oct. 24
Benchmark testing
(REPORT TO LINK LAB in LIBRARY)
Tues. Oct. 25
Discuss Fahrenheit 451 Part One and study guide questions.
NOTE: Here's a great site to use to aid your reading and understanding (not replace it) of Fahrenheit 451:
Cliffnotes Fahrenheit 451
HW: Finish Part TWO for Friday. Complete study guide questions and journal on TWO quotes.
Wed. Oct. 26
BWE's # 4 and 6
Discuss and return Lit Analysis Essay test (and sample/model)
Thurs. Oct. 27
PROMPT
In Ray Bradbury's Fahrenheit 451 we read about one possible scenario for the
future. No one really knows how things will be in the future, but at one time or another we all
think about it. What is your vision of the future? What do you think our world will be like 50
years from now?
Your assignment is to describe our world as you believe it will be 50 years from now.
JOURNAL
In your journal, discuss five major topics for your composition: five areas of our lives you will describe.
Some areas to consider might be government, ecology, business, lifestyle,
transportation, jobs/workplaces, economy, food, shelter, clothing, music, architecture,
agriculture, entertainment, etc.
Each of the five topics should be explored in a healthy paragraph.
HW: Due tomorrow (Friday)
Fri. Oct. 28
Collect Future World Journal.
Discuss Part Two of Fahrenheit.
Jungian Archetypes (Consider Clarisse; Faber)
Matthew Arnold's "Dover Beach" and TPCASTT:
HW: Read Part THREE for Thursday.
Mon. Oct. 31
(1) Finish discussion of Part Two and use your literary analysis superpowers on the following:
-Part One's Title: "The Hearth and the Salamander"
-Explain the binary (even tertiary) nature of fire as a symbol: warmth, destruction, and change/rebirth. Find examples in text to support each.
-Part Two's Title: "The Sieve and the Sand".
“She had a very thin face like the dial of a small clock seen faintly in a dark room in the middle of the night when you waken to see the time and see the clock telling you the hour and the minute and the second, with a white silence and a glowing, all certainty and knowing what it had to tell of the night passing swiftly on toward further darkness, but moving also toward a new sun” (10).
[Analyze this passage from a Formalist perspective]
"How like a mirror, too, her face. Impossible; for how many people did you know who refracted your own light to you? People were more often...torches, blazing away until they whiffed out. How rarely did other people's faces take of you and throw back to you your own expression, your own innermost trembling thought?" (11).
[Analyze from a Jungian perspective]
"...the old man would go on with this talking and this talking, drop by drop, stone by stone, flake by flake. His mind would well over at last and he would not be Montag any more...he would be Montag-plus-Faber, fire plus water, and then, one day...there would be neither fire nor water, but wine. Out of two separate and opposite things, a third...Even now he could feel the start of the long journey, the leave-taking, the going-away from the self he had been" (102-103).
[Analyze this passage from either a Formalist or Jungian perspective]
Tues. Nov. 1
TP-CASTT on "Dover Beach"
Wed. Nov. 2
BWE's # 7, 8 and 9
Thurs. Nov. 3
Discuss Fahrenheit Part Three.
Fri. Nov. 4
Future Worlds Group Project Meeting #1
(hand out assignment papers)
(Ultimately, the goal is to show and tell us about your "Future World".)
All make-up work not completed by this date will become a zero.
Mon. Nov. 7
BWE #7
Review for Fahrenheit Test.
Fahrenheit Film(?)
Tues. Nov. 8
Fahrenheit Final Test
(Essay prompt): What are Bradbury's warning and message? Provide an introduction that grabs your reader's attention and presents your argument (thesis), a body that supports this argument with specific examples and details from the novel, and a conclusion that wraps up your argument and answers the "So what?" question, or otherwise provides a universal application of the book's message. [Be concise but complete: approximately 1 page]
collect books if time
Wed. Nov. 9
Project work time [In Library]
Thurs. Nov. 10
Project work time [In Library]
Fri. Nov. 11
Vocab Quiz: Units 1-3 Review + analogies
HW: Read Hemingway's "In Another Country" (in lit book or at this link)
Mon. Nov. 14
read Hemingway's short story "In Another Country" (in the Lit book). Pay attention to the following motifs, symbols, etc. and write a short reaction for each. Provide a claim and supporting evidence in your responses for each of the following:
[students to pick up A Farewell to Arms]
Tues. Nov. 15
Intro A Farewell to Arms:
Pass out and record books.
HW: Read Chapters I through V for tomorrow
Wed. Nov. 16
Farewell to Arms
Bell-Ringer: The Question Paragraph. Write a paragraph based on last night's reading in which every sentence is a question.
-Discuss Ch. I through V and questions.
HW: Read Ch. VI through X
Thurs. Nov. 17
Farewell to Arms
-Discuss Ch. VI through X
HW: Read (for Tuesday) Ch. XI through XX
Fri. Nov. 18
BWE's Quiz: All rules
"Future Worlds" Projects are DUE TUESDAY Nov. 22
Mon. Nov. 21
First two Future Worlds Presentations
Tues. Nov. 22
1) Collect Future Worlds Projects
2) Discuss Ch. XI through XX
XI: Find examples of the priest's definition of love.
XII: Identify and analyze the meaning of the binary in the passage at the top of page 75: "When they lifted you...buried in the garden." Begin by paraphrasing the passage, then analyzing the meaning of the binary here in this specific passage, and then connecting this meaning thematically to the work as a whole so far.
XIII: List at least two things Frederic does in this chapter that helps to establish him as an example of a Hemingway Hero.
Explain how Frederic's wound is an example of an objective correlative: the external manifestation of a person's state of mind, which hints at or mimics the character's thoughts, allowing the reader to view the internal from an external perspective.
XIV: What evidence exists that Frederic's attitude towards love/Catherine changes in this chapter?
XVI: Reread pg. 104-106: What does the conversation between Frederic and Catherine reveal about Frederic? About Catherine? About their relationship with each other? Support your claims with text evidence and analysis.
XVIII: Read pg. 116: Analyze the connection made here between religion and love.
XIX: pg. 126: "All right. I'm afraid of the rain because sometimes I see me dead in it."
"No."
"And sometimes I see you dead in it."
"That's more likely."
"No, it's not, darling. Because I can keep you safe. I know I can. But nobody can help themselves."
--How do you think Catherine plans to keep Frederick safe? What does she mean when she says "nobody can help themselves"? Why do you think the rain is so depressing for Catherine?
3)
HW: Read XXI through XXX
Complete a marginal notes journal: include ONE of each type of note.
Wed. Nov. 23
early dismissal
Tues. Nov. 29
Discuss XXI through XXX
Count off by 10.
Each group is responsible for one chapter (Group 1 = Chapter XXI; Group 2 = Chapter XXII, and so on). As a group, complete all of the following for your assigned chapter:
--Write a plot summary for your assigned chapter. Include any important plot and character developments. Be prepared to share with the class.
--Choose one "Golden Line": a quote or passage that is most representative of the chapter ("Golden Lines" for a book are basically like highlights on sportscenter, or movie trailers; they take the whole chapter and try to condense it into one "highlight").
--Discuss the quotes and reactions your group members chose for your specific chapter. Choose one to share with the class. (This should be different than the "Golden Line".)
ex. for Chapter XXX:
"We had walked through two armies without incident. If Aymo had not been killed there would never have seemed to be any danger. No one had bothered us when we were in plains ight along the railway. The killing came suddenly and unreasonably" (218).
--if time, also find text examples of a) weather motif (specifically rain), and b) Henry's growing disillusionment with the war
Wed. Nov. 30
Presentations: Steve C.'s group; Megan B.'s group; Abdallah's group
HW: Read Chapters XXXI through XXXVII (through end of Book Four)
1) Write a brief summary of each chapter.
2) Select a "Golden Line" from each chapter to go along with your summary.
3) Complete one marginal notes quote/reaction per chapter.
4) List text examples of a) the weather/rain motif and b) disillusionment with the war
Thurs. Dec. 1
1) Go over vocab answers
2) Review the novel thus far: Divide and Conquer to find five total pieces of text evidence for your question
(1) Is Frederic a Hemingway Hero? (see below for characteristics)
• a general loss of faith in conventional morality; cut off from the traditional values of
home and family.
• the ability and desire to do his job well.
• the belief that no matter how much trouble life gives a person, he must never let his
suffering show, except for fears, which surface at night.
• a belief that the world is generally a cruel place.
• he demonstrates that men and women can find moments of meaning and happiness
despite the cruelty of the world.
(2) Is Catherine a Hemingway Hero? (see above for characteristics)
(3) What's up with the Rain?
-Find evidence from text where the rain appears, especially when Catherine mentions it. What do you make of the meaning of this motif?
(4) Find examples of sarcasm and irony
(5) Find examples of stream of consciousness, foreshadowing, and understatement
HW for Monday: Finish A Farewell to Arms
Fri. Dec. 2
U4 Vocab Quiz
Mon.
--Groups share out regarding their assigned topics. Summarize your findings and evidence.
--Discuss/questions on end of novel?
--What does this novel have to say about:
-love? (find text evidence and construct thesis, or vice versa)
-war and disillusionment? (find text evidence and construct thesis, or vice versa)
Tues.
Presentations: Josh's group; Sarah's group; Christina's group
Finish anything from yesterday.
HW: Read "Theme of Disillusionment in A Farewell to Arms" and answer the following questions:
(1) According to the author, what aspects of his life does Frederic become disillusioned with?
(2) What examples and text evidence does the author provide in support of his claims?
(3) Summarize the author's analysis of the effects of Frederic's disillusionment on his character.
(4) According to the author, what is the maturation that Frederic undergoes during the course of the novel?
Identify each author's central claim/thesis. Identify the evidence that the author provides to support his/her claim. Identify the author's analysis.
Wed.
--First, some pretty quick but effective plot analysis.
*
--Discuss Critical Essay: "Theme of Disillusionment in A Farewell to Arms"
(1) Answer the homework questions
Then, (2):
[sample thesis]
In A Farewell to Arms, Ernest Hemingway portrays Frederick Henry's gradual disillusionment with first war and then love, until Frederick finally realizes that it is only within himself, and not from any external source, that he can find a reliable source of peace.
--After returning to duty on the front, he is almost killed by "those very soldiers he has been risking his life to save," and he jumps in the river.
--"The world breaks every one and afterward many are strong at the broken places. But those that will not break it kills...If you are [neither good, gentle, nor brave] you can be sure it will kill you, too, but there will be no special hurry."
--Even after his escape from the war, he begins to feel "trapped biologically" by Catherine's pregnancy, and thus his disillusionment begins to spread towards this relationship too, as if he fears she might also turn against him.
(see the critical essay for more of the author's evidence and analysis, especially page 2 of the essay)
*
Discuss with a partner:
--What does this novel have to say about:
-love?
-war?
-disillusionment?
(find text evidence and construct thesis, or vice versa)
In-class assignment: working with a partner, construct a thesis/argument and find three pieces of text evidence to support your argument. Be prepared to explain the connections between your evidence and your thesis (in other words, your analysis).
Consider the example above from "The Theme of Disillusionment in A Farewell to Arms".
Thurs.
Test on A Farewell to Arms
Prompt for essay:
Choose one of the following subjects (or identify your own) and present an argument for the story’s theme regarding that subject (this should be your thesis statement and should end your introduction paragraph).
Then, in your Body, discuss how any elements of form, style, character, and/or literary devices contribute to theme in the story by providing text evidence and analysis to support your thesis.
Finally, don’t forget to end with a conclusion that answers the “So what?” question and/or provides a universal application of the theme.
HW: How do you define "Love"? What is it? Define it and write a 1/2 page explanation/justification of your definition.
Then, read the following:
Fri.
--Discuss your definitions of "Love".
--Read "Chemistry of Love" article:
--Circle Discussion on article and "What is Love?" Topics. How did you define it before? Now? Has your definition changed?
HW:
--Read Fitzgerald letter: Identify Fitzgerald's tone towards his daughter and provide three text examples (come up with a different, precise tone word for each). Also, what is your opinion of Fitzgerald simply from reading this letter? Do you like him? Dislike him? Identify with him?
Also, bring Lit book to class on Monday.
Mon.
Pick up Gatsby books in library
Discuss Fitzgerald bio and letter.
--Begin reading "Winter Dreams" (Lit Book)
HW: Finish "Winter Dreams"; write a brief (5 sentences or less) summary of each section of the story.
Tues.
Discuss "Winter Dreams"
--Read section summaries (randomly selected students)
--"Winter Dreams" Analysis Questions:
What was Dexter's perception of Judy in part I? (find text evidence)
How had Dexter's perception of Judy changed in part II? (find text evidence...just assume from now on, always, that you should find text evidence)
Explain the importance of the following quote from the end of part II: "...for the second time, her casual whim gave a new direction to his life."
Describe the adult Judy. What kind of person is she? Do you know anyone like her?
How did Dexter justify Judy's lying to him? Why?
Describe Dexter's view of Irene. How does his view of Irene compare to his opinion of Judy?
Explain the meaning of the following: "The dream was gone. Something had been taken from him." What dream? What had been taken from him?
Intro The Great Gatsby
HW: Read Ch. 1 of Gatsby. Answer the following questions:
Chapter 1:
(1) In Chapter I, the reader meets the narrator, Nick Carraway. These first four paragraphs
serve as a prologue that introduces the rest of the story. What information does Nick
give about himself in this prologue?
(2) Nick also explains his disillusionment with mankind. What about Gatsby causes this
disillusionment?
(3) What is Nick’s socio-economic background?
(4) When Nick returns from the war, why does he decide to go East?
(5) How is West Egg different from East Egg?
(6) Before meeting him, what is learned of Tom Buchanan? Locate a quotation that seems to
sum up Buchanan.
(7) Find the words Nick uses to describe Daisy’s voice, which is one of her most noticeable
features.
(8) At this point, what do you know about and what is your opinion of Daisy?
(9) Daisy says, “Tom’s getting very profound.” What do you think her tone might have
been? Present support for your answer.
(10) When the telephone rings a second time, why does Nick say, “No one was able utterly
to put this fifth guest’s shrill metallic urgency out of mind”?
(11) What is the reader left to think about Daisy’s emotional state and her relationship with
Tom?
(12) Who is Jordan Baker, and what has Nick heard about her?
(13) At the end of this chapter, Nick sees Gatsby on the lawn and is about to call to him but
does not. What stops him? What does Gatsby’s “trembling” suggest?
(14) The green light that Gatsby is staring at is mentioned several more times, and it assumes
a symbolic significance. Where do you think the green light might be?
Also, as you read this book, note any passages that you have questions/confusion about, particularly when Fitzgerald's language or writing style is giving you difficulties.
Wed.
Discuss Ch. 1 of Gatsby and questions.
HW: Read Ch. 2 of Gatsby and answer the following questions:
(1) The description of the "valley of ashes" opens Chapter II. On a literal level, what is the valley of ashes? What might it represent on a symbolic level?
(2) Contrast Tom with George and Daisy with Myrtle; what are their differences?
(3) At the party in the apartment, what social classes are represented, and by whom?
(4) In what social class does Nick belong?
(5) Compare and contrast the apartment party with the dinner from Chapter I.
(6) Notice how often and in what context Doctor TJ Eckleburg's eyes are mentioned. What is this literally? What might be the symbolic significance of these eyes?
(7) Do you think Tom will leave Daisy for Myrtle? Support your answer.
Thurs.
--Questions?
--Discuss Ch. 2 of Gatsby
--Discuss cover and potential symbolism
HW: Read Ch. 3 and answer the following questions:
(1) Find support for this statement: "Gatsby's parties were expensive, elaborate, raucous affairs; but they were not gatherings of his friends who brought warmth and happiness with them."
(2) What is Nick's opinion of the people at the parties when he says that once there, the guests "conducted themselves according to the rules of behavior associated with amusement parks."?
(3) What is the great quality in Gatsby's smile?
(4) What do Gatsby and Nick have in common?
(5) What does Fitzgerald subtly wish to convey about Gatsby when he has Nick say, "...I was looking at an elegant young roughneck,...whose elaborate formality of speech just missed being absurd. Some time before he introduced himself I'd got a strong impression that he was picking his words with care"?
(6) In what way is Gatsby's behavior at his party quite unlike the behavior of most of his guests?
(7) What do you think Fitzgerald wishes to convey about Gatsby's parties through the incident with the drunks and the car and the husbands and wives arguing?
(8) What impression do you get from Nick's statement that he is "one of the few honest people [he has] ever known"?
Fri.
-Discuss Ch. 3 of Gatsby
--Discuss cover and potential symbolism (if we did not get to it already)
HW: Read Ch. 4 and answer:
(1) Since most of his guests ignore him, why do they come to Gatsby's house?
(2) Why does Nick have to "restrain his incredulous laughter" when Gatsby says he is "...trying to forget something very sad that had happened to me a long time ago"?
(3) What does this conversation reveal about Gatsby?
(4) What changes Nick's mind about the truth of Gatsby's stories?
(5) Who is Meyer Wolfsheim, and what do we know of him?
(6) Beginning with the line, "One October day..." Jordan recalls the time in 1917 when she saw Gatsby and Daisy together. What indication is there that Daisy really likes Gatsby?
(7) How does Daisy behave the night before her wedding? Why?
(8) From whom do you think the letter in her hand comes, and what do you think it might have said?
(9) To what is Nick referring when he says, "Then it had not been merely the stars to which he [Gatsby] had aspired on that June night"?
Mon.
(1) Student responses/excerpts from Friday's writing on Gatsby's library/owl eyes/illusion vs. reality
--First off, the "stout, middle-aged man with enormous owl-eyed spectacles" contributes to the [symbol] of Dr. TJ Eckleburg's eyes on the billboard. The binary of illusion vs. reality is also present in this passage because the man who is sitting in Gatsby's library starts talking about the books. The owl-eyed man is surprised to see that Gatsby owns real books. He says it surprises him that they are not "a nice durable cardboard," but are in fact "absolutely real." He considers Gatsby's retaining of real books a magician act that he was thorough enough to keep real books in his library, even though, as evident by the owl-eyed man, Gatsby finds no use for them. This might also bring in the binary of materialism vs. the value of knowledge/wisdom.
--In this age of lavish existence, many live in a superficial and materialistic state of mind. One such example is the drunken man that Jordan and Nick come across in the library. He is surprised that all the books are real, "absolutely real- have pages and everything." The man was expecting them to be fake, a simple display of Gatsby's obscene amount of wealth.
--This binary tells the reader that you can't judge a book (person) by its cover because you can't really tell a person's habits unless you know their personality.
(2)---“There are only the pursued, the pursuing, the busy, and the tired.”
Explain how this line relates and contributes to the development of plot, character, and theme in the novel.
Who in the novel is pursued and by whom? Pursuing and whom? Busy and with what? Tired and why?
Which of these are you?
(3)-Discuss Ch. 4 questions
HW: Read Ch. 5 and answer:
(1) In this chapter, how does Gatsby appear, what words convey his emotions, and how does Nick portray him as he waits for and then meets with Daisy? What is the implication of the way he is described? (find text support)
(2) How does Daisy react to the meeting? Find several specific examples in the text.
(3) When Nick asks Gatsby what business he is in, Gatsby responds, “That’s my affair,”
before he realizes that it is not an appropriate reply. Why does Gatsby give that answer,
and why is it not an appropriate reply?
(4) Why does Gatsby throw all his shirts on the table?
(5) Why do you think Daisy reacts to this in the way she does? Support your answer.
(6) Find an example of a paradox in the description of how Nick sees himself in relation to
Gatsby and Daisy.
(7) In the third-to-last paragraph of this chapter, what does Nick mean when he says,
“There must have been moments even that afternoon Daisy tumbled short of his
dreams—not through her own fault, but because of the colossal vitality of his illusion”?
*Additionally, find and quote a line or passage that contains any authorial device, and briefly analyze the device's effect in the passage.
Tues.
(1) Discuss Chapter 5, beginning with...
---
As the three of them look across the bay toward Daisy’s house, the narrator states,
“Possibly it had occurred to him that the colossal significance of that light had now
vanished forever. Compared to the great distance that had separated him from Daisy it
had seemed very near to her, almost touching her. It had seemed as close as a star to the
moon. Now it was again a green light on a dock. His count of enchanted objects had
diminished by one.”
What does Fitzgerald mean by:
A. “the colossal significance of that light”?
B. “Compared to the great distance” between Gatsby and Daisy?
C. “Now it was again a green light on a dock. His count of enchanted objects had
diminished by one?”
(2) Discuss your quotes; my questions; your questions.
(3) If time, trace time/clock motif (no pun intended)
HW: Read Ch. 6 and answer:
(1) In the first five pages of Chapter VI, we learn a great deal about Gatsby’s background.
A. Who are Gatsby’s parents and what is he leaving when he leaves home at 16?
B. When and why does James Gatz change his name to Jay Gatsby?
(2) Nick says, “So he [Gatsby] invented just the sort of Jay Gatsby that a seventeen year-old
boy would be likely to invent, and to this conception he was faithful to the end.” For
James Gatz, what would the ideal Jay Gatsby be like, do, and have?
(3) To young Gatz, what does Dan Cody’s yacht represent?
(4) Why does Gatsby not get the $25,000 left him in Cody’s will?
(5) Referring to the aftermath of Dan Cody’s death, at the end of the first part of Chapter VI,
Nick says, “He [Gatsby] was left with his singularly appropriate education; the vague
contour of Jay Gatsby had filled out to the substantiality of a man.” In your own words,
explain Nick’s two points.
(6) Knowing Tom as we do, how can we account for his comment about being “oldfashioned”
and “women run[ning] around too much these days to suit [him]”?
(7) What is Daisy’s opinion of Gatsby’s party? Why?
(8) When Gatsby says that he cannot make Daisy understand, what is it that he wants her to
understand?
(9) What is Nick’s view of repeating the past, and what is Gatsby’s opinion? (find text evidence). Why is Gatsby’s
opinion unrealistic and, potentially, tragic?
*Additionally, find and quote a line or passage that contains any authorial device, and briefly analyze the device's effect in the passage.
Wed.
(1) Discuss your quotes from Ch. 6
(2) Discuss my questions and yours from Ch. 6
HW: Read Ch. 7 and answer:
1. How is the behavior of the characters linked to the hottest day of the summer?
2. What does Tom discover that unnerves him, and how does he discover it?
3. What does Gatsby understand about Daisy’s voice that Nick does not?
4. In what cars do the five of them travel into the city?
5. Why do you suppose that Tom decides to let Wilson finally have the car he has been
promising him?
6. What indication is there at this point that Tom means quite a bit to Myrtle?
7. Besides Myrtle’s, what other eyes are mentioned in this section of the chapter?
8. What does Nick mean and why does he say, “Angry as I was…, I was tempted to
laugh whenever [Tom] opened his mouth. The transition from libertine to prig was so
complete”?
9. Why does Daisy have a difficult time saying, as Gatsby wishes, that she never loved Tom?
10. Why is it important to Gatsby that Daisy say she never loved Tom, only him? What is
the key sentence that shows Daisy will not leave Tom?
11. How has Gatsby gotten some of his money, and what does Tom say that startles Gatsby?
12. What is Daisy’s reaction to this news?
13. How does Fitzgerald describe for the reader what is about to happen? What words are
used? What figures of speech are employed? Do you see any common strands within this diction and figurative language?
Thurs.
Shmoop's analysis of the Eyes of Dr. TJ Eckleburg and the Valley of Ashes
(1) Trace the recurring image of eyes, and ascertain the purposes of those images. Consider blindness on any level as well as sight.
(2) Trace motifs of Gatsby's smile and Daisy's voice
(3) Trace color motifs (especially green, gold, silver, white)
Construct a thesis that states your claim as to the ultimate thematic meaning of this motif (let the evidence lead you to this meaning), and then support with at least three separate pieces of text evidence (from at least two different chapters) along with analysis and connection back to your thesis.
(2) Discuss questions.
HW: Read Ch. 8 and answer:
Fri.
No class
Mon.
Begin Gatsby film
Tues.
(In groups)
Discuss end of Gatsby (ch. 8 and 9): In your group, decide upon and choose the most important quote/excerpt from chapter 8 and the most important from chapter 9. Explain and justify why these are the most important quotes of each of the two chapters.
Then answer the following questions:
Chapter 9
1. Why does Nick compare the Dutch sailors to Gatsby? How does the comparison help to state Fitzgerald’s conclusion? What do you make of the ending (the last page/lines)?
2. How is the story an ironic twist of the American Dream? Consider Daisy and Gatsby, Daisy and Tom, Myrtle and George Wilson, Myrtle and Tom, Nick and Jordan.
3. Compare the beginning and the ending of the novel. Has Gatsby changed? Has Nick changed? Explain and justify your responses.
HW: Read Gatsby critical essays and identify thesis/claims/evidence/analysis for Friday
Make sure to read:
-"Fitzgerald's use of the Color Green"
-"The Theme of Time in The Great Gatsby"
Wed.
Gatsby movie
Thurs.
Gatsby test (no essay)
--Discuss and assign Gatsby symbol/motif/theme analysis essay (min. 1 other critical source, but in support of your own interpretation which should be primary content in analysis)
--Choose from the following subjects/symbols/motifs on which to base your thesis and paper: the green light; the valley of ashes; time; eyes; weather/seasons; The American Dream; colors (focus on one in particular); Gatsby's smile; Daisy's voice; or your own choice
--Write this essay in 5 paragraph style: Intro begins with an attention-grabber and ends with a thesis that states your primary argument and telegraphs the three points/areas you'll analyze in your body paragraphs. Each body paragraph (3 total) examines a different main claim in support of your thesis, and cites and analyzes text evidence. Conclusion begins by rephrasing your thesis and then ends with a closing thought that connects back to the Intro's attention-grabber and/or answers the "So what?" question.
--Analysis: What It Is and What It Does
(note: all of the following is taken from Writing Analytically by David Rosenwasser and Jill Stephen)--incidentally, this is the most useful book on writing and how to improve your writing that I've ever read.
--Analysis is the "search for meaningful pattern. It asks how something does what it does or why it is as it is" (Rosenwasser and Stephen 53).
--"[Analysis] is the skill most commonly called for in college courses and beyond. When asked in faculty writing seminars to talk about what they want from student writing, faculty say that they want students to be able to arrive at ideas about information, rather than merely report it (neutral summary) or try to match information with personal experience" (53-54).
--When you write analytically, you move from presenting evidence (step 1) to formulating that evidence into patterns of connection or contrast (step 2) and then asking So what? about it (step 3).
---There are "five analytical moves" that represent the frame of mind for approaching analysis:
#1: Suspend judgment (understand before you judge what something means).
#2: Define significant parts and how they are related.
----to practice this, begin by describing something you wish to better understand. "Say what is there, what details you notice in your subject. Then write a paragraph in which you say what the description revealed to you about the nature of the subject" (56).
Ex. (a writer's analysis of another author's speech)
"I am not the wise old fish" (1). "Please don't worry that I am getting ready to lecture you..." (2). "Please don't think that I am giving you moral advice" (5).
A recurrent feature of the address is the author's imploring his audience ("Please") not to assume that he is offering moral instruction. The sheer repetition of this pattern suggests that he is worried about sounding like a sermonizer, that the writer is anxious about the didacticism of his speech.
But obviously the piece does advance a moral position; it does want us to think about something serious, which is part of its function as a commencement address. What's most interesting is the final apology, offered just as the piece ends (7). Here Wallace appears to shift ground. Rather than denying that he's "the wise old fish" (1), he denies that...
#3: Look for patterns of repetition (strands) and contrast (binaries) and for anomalies (things that don't fit in either strands or binaries).
(THE METHOD)
Ask:
--What repeats?
--What goes with what? (strands)
--What is opposed to what? (binaries)
(for all of these questions) ---> SO WHAT?
--What doesn't fit? (anomalies) So what?
#4: Make the implicit explicit (convert to direct statement meanings that are only suggested--make details "speak").
Implication: An Example
Imagine you are driving down the highway and find yourself analyzing a billboard advertisement for a brand of beer. Such an analysis might begin with your noticing what the billboard photo contains, its various "parts"--six young, athletic, and scantily clad men and women drinking beer while pushing kayaks into a fast-running river. At this point, you have produced not an analysis but a summary--a description of what the photo contains. If, however, you go on to consider what the particulars of the photo imply, your summary would become analytical.
You might infer, for example, that the photo implies that beer is the beverage of fashionable, healthy, active people. Your analysis would lead you to convert to direct statement meanings that are suggested but not overtly stated, such as the advertisement's goal of attacking common stereotypes about its product (that only lazy, overweight men drink beer). By making the implicit explicit (inferring what the ad implies) you can better understand the nature of your subject.
#5: Keep reformulating questions and explanations (what other details seem significant? what else might they mean?).
"The following questions are typical of what goes on in an analytical writer's head as he or she attempts to understand a subject...the questions are geared toward helping you locate and try on explanations for the meaning of various patterns of details."
-Which details seem significant? Why?
-What does the detail mean?
-What else might it mean?
(Moves: Define Significant Parts; Make the Implicit Explicit)
How do the details fit together? What do they have in common?
What does this pattern of details mean?
What else might this same pattern of details mean? How else could it be explained?
(Move: Look for Patterns)
What details don't seem to fit? How might they be connected with other details to form a different pattern?
What does this new pattern mean? How might it cause me to read the meaning of individual details differently?
(Moves: Look for Anomalies and Keep Asking Questions)
Fri
Gatsby movie
Monday
Library for Gatsby lit analysis essay (essay due Saturday night to turnitin.com; also, bring print copy on Tuesday)
Tues
BRING LIT BOOK
Lit book poetry
(1) "Notice and Focus" practice on:
(2) Explanation of The Method (p. 26-27 in handout). Example of doing The Method on a poem (p. 30-31).
(3) Guided instruction of "The Method" on "Luke Havergal" (LIT BOOK)
The Method on "Luke Havergal" (Lit book p. 606)
The Method is a way to identify what an author is most concerned about in a given text: the most important evidence. This then allows you to narrow down your evidence to what should be focused on in your analysis. It's still up to you to construct meaning from the evidence.
(1) Guided instruction of "The Method" on "Luke Havergal" (LIT BOOK) continued
Strands
west/western:
"Go to the western gate" x 4 (line 1, 7, 25, 31)
"western glooms" x 1 (11)
east/eastern:
"There is not a dawn in eastern skies" x 3 (9, 15, 16)
death
"Out of a grave" x 3 (17, 18, 23)
"slays" x 1 (13)
"dead words" x 1 (28)
hell/fire/red
"vines cling crimson" x 1 (2)
"fiery night that's in your eyes" x 1 (10)
"And hell is more than half of paradise" x 1 (14)
"...this kiss, / that flames upon your forehead with a glow" x 1 (19)
"There are the crimson leaves upon the wall" x 1 (26)
wind/flying leaves
"The leaves will whisper there of her, and some, / Like flying words, will strike upon you as they fall" x 1 (4-5)
"God slays himself with every leaf that flies" x 1 (13)
"...the winds are tearing them [the leaves] away" x 1 (27)
Binaries
west vs. east
Anomalies
?
(2) Complete The Method and then write a "Healthy Paragraph" of analysis of "Luke Havergal" based on what you found using The Method.
Wed
Finish "The Method" on "Luke Havergal" (LIT BOOK)
Students use "The Method" and theme statements on "Richard Cory" (LIT BOOK)
Thurs
Finish yesterday
Fri.
TP-CASTT on "The Love Song of J. Alfred Prufrock" (LIT BOOK)
T.S. Eliot reads "The Love Song of J. Alfred Prufrock"
Review TP-CASTT
--Begin TP-CASTT on "Prufrock"
HW:
--Gatsby Lit Analysis 5 paragraph due to turnitin.com by Saturday at 11:59 PM and print copy due in class on Tuesday.
--Complete TP-CASTT on "Prufrock". Bring to class on Tuesday; you'll use it to complete a written response to the poem:
--After completing your TP-CASTT (or during, if you're struggling with understanding the poem), read the following author's critical essay and interpretation of "Prufrock":
ALL MAKE-UPS NOT COMPLETED BY 2:53PM THIS THURSDAY BECOME ZEROS.
Mon. Jan. 16
no school for students
MIDTERM:
Tues.
I have to be in a meeting today during class, so you'll continue the Gatsby movie and the rest of our assignments will be moved ahead one day.
Wed.
Finish discussion of "Prufrock"
--Begin written theme response to "Prufrock":
Create a theme statement for the poem based on one of the poem's subjects (as discussed in class). Analyze how tone and any other poetic devices contribute to this theme and support with text evidence.
Thurs.
--Finish "Prufrock" discussion (discuss your thesis statements; evidence; TP-CASTT responses)
Lit analysis essay due tomorrow, beginning of class (1-2 pages).
Fri.
-Collect "Prufrock" Lit Analysis
-Review Gatsby Test
-Finish Gatsby film
[NOTE: read over "In a Station of the Metro", "The Red Wheelbarrow", and "This is Just to Say" over the weekend. You do not need to do any extended analysis on them, but make sure you've read them before Monday's midterm.]
Monday
MIDTERM is in C147 @ 7:40am.
Tuesday
Midterms
Wed. 1/25
-Finish Gatsby movie
-Review Midterm
Thurs. 1/26
--Read and Discuss "A Few Don'ts by an Imagiste"
--Assign student-taught poems: (1) "The River Merchant's Wife: A Letter"; (2) "In a Station of the Metro"; (3) "The Red Wheelbarrow"; (4) "The Great Figure";
(5) "This is Just to Say"; (6) "Heat"; (7) "old age sticks"; (8) "Of Modern Poetry"
[I'll teach "anyone lived in a pretty how town"]
---Your group must do all of the following for your poem:
--Submit a completed TP-CASTT sheet for the poem
--Use TP-CASTT to guide the class through a reading of the poem by:
1) reading the poem aloud and then
2) explaining any TP-CASTT steps useful in understanding the poem
3) pointing to text evidence wherever possible
4) providing a theme statement for the poem that is supported by your evidence
5) responding accurately and completely to any questions on your poem from the class or teacher
*all group members must verbally participate in this discussion
Notice and Focus and The Method are strategies for finding evidence.
Pan/Track/Zoom is a strategy for analyzing and producing content from this evidence:
Fri. 1/27
no class (early dismissal)
Mon. 1/30
-TP-CASTT on "anyone lived in a pretty how town"
-work time for poetry groups
HW: Read through all of the following poems for tomorrow:
(1) "The River Merchant's Wife: A Letter"; (2) "In a Station of the Metro"; (3) "The Red Wheelbarrow"; (4) "The Great Figure"; (5) "This is Just to Say"; (6) "Heat"; (7) "old age sticks"; (8) "Of Modern Poetry"
Reminder:
---Your group must do all of the following for your poem:
--Submit a completed TP-CASTT sheet for the poem
--Use TP-CASTT to guide the class through a reading of the poem by:
1) reading the poem aloud and then
2) explaining any TP-CASTT steps useful in understanding the poem
3) pointing to text evidence wherever possible
4) providing a theme statement for the poem that is supported by your evidence
5) responding accurately and completely to any questions on your poem from the class or teacher
*all group members must verbally participate in this discussion
Notice and Focus and The Method are strategies for finding evidence.
Tues.
--work time
Wed.
--Harlem Renaissance poetry (Lit book)
Thurs.
-Review Unit 5 Vocab answers
-draw presentation numbers for the day
-poem presentations
Fri.
U5 Vocab Quiz
The Great Gatsby Game. No, seriously.
HW: American Dream "show and tell": bring in an image that represents your American Dream and be prepared to explain what your American Dream is and how the image represents this.
Mon. 2/6
Finish poem presentations
pick up Death of a Salesman books
Tues.
--American Dream "show and tell"
--What has the American Dream come to mean? What does "happiness" look like? "Success"? Is the American Dream still achievable? For everyone? What factors make it easier or more difficult for one to attain it?
-"Death of a Salesman is a tragedy about the differences between a New York family's dreams and the reality of their lives. The play is a scathing critique of the American Dream and of the competitive, materialistic American society of the late 1940s."
-"When the play version appeared on Broadway, it was a total hit. It won Arthur Miller the Pulitzer Prize in 1949...Death of a Salesman is widely considered even to this day to be one of the greatest American plays ever written."
-"Death of a Salesman is often considered an attack on the American Dream...In 2004, surveys found one-third of Americans adamantly insisting they were not living the American Dream, with half of them saying it wasn’t even attainable for them."
-"What has the American Dream come to mean, anyway? For Willy Loman, it was popularity and demeanor. For many of us, it’s a big-screen TV and a [BMW] in the garage. The bigger question is what we’re sacrificing for this big, glittery dream. 'Success' starts being a relative term. You’re only successful if you’re more successful than other people you know; your car is only sexy if it’s sexier than the one next door.
So try to read Death of a Salesman with this in mind: if the American Dream isn’t working, or if it has shifted to the point where success is no longer equated with happiness, what’s the point? Or, if you know anything about Indie rock, please apply the following Metric lyrics: 'Buy this car to drive to work; drive to work to pay for this car.'"
Also, find evidence to respond to the following questions (related to subjects/themes of the play) as you read the play:
Lies and Deceit:
What characters deceive themselves or others? How do they do this (find specific text examples)? Why do they do this?
Which characters fight against this deceit? How do they do this (find specific text examples)?
The American Dream:
Find evidence to support the following arguments:
--By directly linking his sense of self-worth to the achievement of the American Dream, Willy’s professional failure becomes personal failure and a crisis of identity.
--Biff’s struggle in Death of a Salesman is primarily one of separating his sense of self-worth from his professional life.
Dreams/Hopes/Illusion:
Support or refute the following statement:
Dreams function purely as a form of self-deception in Death of a Salesman.
Success:
Willy’s obsession with obtaining concrete evidence of success distracts him from recognizing the important intangibles in his life, particularly the love of his family members.
Pride:
Support or refute: Willie Loman's greatest flaw is his pride.
Find text evidence/appearances relating to the following symbols/motifs: (choose 3)
-Seeds
-Stockings
-Alaska/The West/Africa
-The title of the play (Death of a Salesman). What's the meaning(s) of the title?
Is Willie Loman a tragic hero or just a pathetic man?
Aristotle defines a tragic hero with the following five characteristics:
-a tragic hero must evoke in the audience a sense of pity or fear
-the hero must be "virtous...a morally blameless man."
-the hero is one "who is not eminently good and just, yet whose misfortune is brought about not by vice or depravity, but by some error or frailty." In other words, he/she possesses a tragic flaw.
-the hero must be the one who commits the error or wrong that brings about his own downfall
-the hero must be "highly renowned and prosperous" (often royalty).
HW: Read Salesman Act I
Although you're not required to complete the study guide questions for the Act, you should at least read through them to check your understanding and review plot/character elements.
-Gather at least one piece of text evidence for each of your chosen theme subjects and write this in your journal. Bring journal to class each day.
-Choose one quote that you find interesting, revealing, or believe is representative of the Act.
Wed.
Discuss Act I
-Pointing as summary (stand up)
---Pair up @ desks and discuss:
HW: Read Salesman Act II and Requiem (finish the play).
Thurs.
Discuss Act II and Requiem
Prompt #1: Support the following argument: (Pride) Willy Loman’s greatest flaw is his pride: a flaw which results in his professional and personal failure, and ultimately his death.
--WILLY: That’s just what I mean, Bernard can get the best marks in school, y’understand, but when he gets out in the business world, y’understand, you are going to be five times ahead of him. That’s why I thank Almighty God you’re both built like Adonises. Because the man who makes an appearance in the business world, the man who creates personal interest, is the man who gets ahead. Be liked and you will never want. You take me, for instance. I never have to wait in line to see a buyer. "Willy Loman is here!" That’s all they have to know and I go right through. (Act 1)
Prompt #2: Support the following argument: (Success) In Death of a Salesman, Willy Loman’s obsession with obtaining concrete evidence of success distracts him from recognizing the important intangibles in his life, particularly the love of his family members.
--BEN: Principally diamond mines.
LINDA: Diamond mines!
BEN: Yes, my dear. But I‘ve only a few minutes—
WILLY: No! Boys! Boys! [Young Biff and Happy appear]: Listen to this. This is your Uncle Ben, a great man! Tell my boys, Ben!
BEN: Why, boys, when I was seventeen I walked into jungle and when I was twenty-one I walked out. [He laughs] and by God I was rich!
WILLY [To the boys]: You see what I been talking about? The greatest things can happen! (Act 1)
Prompt #3: Support the following argument: (Lies and Deceit) In Death of a Salesman, Willy and Linda Loman's self-deception and denial of reality ultimately result in Willy's downfall.
(view scene from film: Willy getting fired)
Fri.
Discuss Salesman themes and symbols/motifs
Monday 2/13
Salesman essay test
Bring your theme/quote journals
Tues
--Hand out Of Mice and Men
-read Of Mice and Men and write responses to the following discussion questions: be prepared to discuss these questions, submit your written responses, and take a test in the week I return.
-View Salesman film
Wed 2/15
report to guidance for course scheduling
Salesman film
Thurs
Salesman film
Fri
no school
Mon
no school
Tues.
Finish Salesman if necessary
Finish Of Mice reading and work
HW: Of Mice should be read and the work should be completed for tomorrow
Wed.
Finish Salesman film
Thurs.
-Collect Discussion question responses
Group Review
-For each chapter, identify the five most important plot points and bullet-list them in chronological order. (list these on board)
-Additionally, choose an excerpt that is most representative of the chapter, and quote it. (list page # on board and read aloud; explain importance)
-Ask any questions you have on the content of the chapter (optional: only if you have questions/confusion).
-For each assigned character, describe them 1) physically, 2) personality, and 3) any important connections to other characters.
-Additionally, choose an excerpt that is most representative of the character, and quote it. (list page # on board and read aloud; explain importance)
1) Chapter 1 and Lennie
2) Chapter 2 and George
3) Chapter 3 and Curley
4) Chapter 4 and Crooks
5) Chapter 5, Curley's Wife and Candy
6) Chapter 6, Slim and Carlson
-Of Mice and Men Discussion Questions
Chapter 1
1. George and Lennie are obviously committed to each other, yet they often criticize each other or threaten to leave. Examine the negative aspects of this relationship, and then consider why they stay together in spite of all of this. Contrast the language of each, their threats and complaints, with what they really feel. What is it that so strongly binds these two together?
Chapter 4
Crooks, Lennie, Candy, and Curley’s wife are lonely people with specific needs. Compare the four characters and discuss what they need and want to end their respective feelings of loneliness.
Chapter 6
When George shoots Lennie, is this a sign of the strength of his love or the weakness of his love for Lennie? Has he finally followed through on the threat to abandon Lennie? Why does he shoot Lennie in the middle of their imagining the farm one last time?
Fri.
Of Mice and Men discussion.
What's up with the title?
But, Mousie, thou art no thy lane [alone]
In proving foresight may be vain:
The best-laid schemes o' mice an' men
Gang aft agley, [often go awry]
An' lea'e us nought [leave us nothing] but grief an' pain,
For promised joy.
Still thou art blest, compar'd wi' me!
The present only toucheth thee:
But, och! I backward cast my e'e [eye]
On prospects drear! [dreary]
An' forward, tho' I canna [cannot] see
I guess an' fear!
Mon. Feb. 27
assign u6 vocab
return Gatsby essays
collect all books
-Research paper intro: briefly view sample; discuss options; view database.
Link to Library Databases (use Literature Resource Center --> password is parkland --> search for topic).
(use Proquest Learning: Literature --> login is phstrojans, password is 18104 --> click on "criticism" at top and search for topic)
MLA Sample Paper (see this link for formatting explanations)
HW: Identify two potential works from what we've read that you'd be interested in researching: Fahrenheit 451 (Bradbury); A Farewell to Arms (Hemingway); The Great Gatsby (Fitzgerald); Catcher in the Rye (Salinger); Of Mice and Men (Steinbeck); Death of a Salesman (Miller)
Tues. Feb. 28
Search for and skim sources on your topic. Skim the articles you find and identify the author's thesis in each. Type or write these out. From these, you should eventually be able to formulate a working thesis of your own.
note: Find a minimum of three thesis statements for each of your two potential works. (thus, a total of six thesis statements).
HW: Create a working thesis statement; come to class tomorrow with this. This statement should communicate the topic and focus you currently plan to take with your chosen work.
Wed.
-(In classroom) On the board, write one of the thesis statements that you found.
-We'll discuss these examples.
-Your thesis should make a claim (of meaning and/or theme) about your topic (selected work), and suggest the supporting evidence (symbols, scenes, motifs, characters, etc.) for this claim.
--examples:
-
Through the incidence of Gatsby almost breaking the clock, his ultimate failure
when he tried to repeat the past, and the products of the years gone by that
simply cannot be undone, F. Scott Fitzgerald’s The Great Gatsby demonstrates
that the effects of time cannot be reversed.
-
Fitzgerald uses the color green as a pathway into
different interpretations and themes for the novel. The Great Gatsby embraces the different
aspects that the color green influences on each event as they create a transition of its meaning
between not only hope deriving from the past and the dominance of wealth, but also the
inspiration of a new beginning.
-
The Great Gatsby is centered around the death of the American dream, as shown by the hopelessness of the poor,
the reckless materialistic pleasure-seeking rich, and finally the death of the idealistic personification of
the dream.
-
The Great Gatsby suggests that one’s fixation with material wealth leads to the inability to discern between genuine emotions and pure emotionless desire, which causes one to lose the ability to perceive what is real.
*Create a working thesis statement for your selected work.
Thurs.
(In library LINK lab) Browse through the print sources on your selected work. Browse online sources. Find sources to support your working thesis.
Fri.
(In library CENTER COMPUTERS) Continue to gather sources.
HW: You should have all of your sources in class on Tuesday.
Mon.
Unit 6 vocab quiz
Tues.
Reading, Annotating, and Citing Sources (and Notecards How-to).
--Review Sample Paper w/ annotations (M.'s Gatsby paper) for format. [handout: annotated model paper]
--Discuss: What is Plagiarism (and what isn't)? When to use Summaries, Paraphrases, and Quotes. Discuss and answer any questions.
--Citing Sources: Overview and examples of author page style for MLA citations. Overview of p. 362 and 363 in "A Guide to Avoiding Plagiarism." [handout: Guide...]
Wed.
Next step:
--Reading and annotating sources to find evidence. Read with your working thesis in mind. Highlight and annotate potentially useful evidence. [handout: Gatsby and the Pursuit of Happiness Critical Essay]
--Practice annotating/highlighting evidence with Gatsby article:
(sample working thesis for this article: F. Scott Fitzgerald's The Great Gatsby asserts that moral rather than material corruption is the bullet that has killed the American Dream; it is not wealth alone, but rather its misuse, that has destroyed this ideal.)
--Read and annotate your first article. Complete Source Sheet #1 for your first source.
Thurs.
Check Source Sheet #1
Annotate/cite the rest of your sources; we'll discuss outlining on Monday.
Fri.
no school for students
Mon.
Outlining the research paper:
HW: Outline due tomorrow
Tues.
Outline due (check)
-Begin review for Grammar Exit Test
Wed.
-Report to Library Center Computers (this is currently the only planned day for research paper drafting, so take advantage of it)
Thurs.
-Works Cited page and formatting reminders: see your handouts and/or Purdue OWL's example: MLA Sample Paper
-Grammar
HW: complete verbals exercise (#1-10)
Fri.
-Grammar: check and review verbals exercise.
-Review Clauses and types (independent vs. subordinate; subordinate types: adjective, adverb, noun clauses):
-Exercises: p.464-65 Exercises 34, 35, 37, and 38.
HW: Printed rough drafts due Monday for peer editing (see Monday for further explanation).
Mon.
Printed rough drafts due in class for peer editing. (This should be a full rough draft, including Works Cited page, that follows the format of the model essay you were provided--the file is included above on the wiki in case you lost it).
Tues.
Finish peer editing (10 minutes)
Grammar continued (get excited!)
--Review Subordinate clauses (p. 463: exercise 32)
--Mood (of verbs): Indicative, Imperative, and Subjunctive (p. 548-49: exercise 31)
Wed.
--Finish Mood
--Voice (active and passive): (p. 552-55: exercises 39 and 40)
Thurs.
--Usage (SAT-related practice): Language usage practice
Fri.
Unit 7 vocab quiz
Mon.
Exit Test Review
Of Mice and Men film
Tues.
Of Mice... film
Wed.
final paper due submitted to turnitin.com (if you want written feedback, also submit a print copy to me in class)
Grammar Exit Test
Thurs.
Ms. Smith begins Shakespeare/Othello
Fri.
Shakespeare/Othello
Mon. through Wed.
Othello
NOTE: All quizzes, tests, and essays not made up (or scheduled to be made up) by Wednesday, April 4 (end of the marking period) will be zeroes, so check your grades.
Thurs.
Fri.
Unit 9 vocab quiz
Monday
in-class 5 paragraph persuasive essay
REPORT TO LINK LAB IN LIBRARY FOR THIS. Bear in mind that you have only the class period to complete this entire essay, so if you're late, you're making the choice to write this paper in less time.
Submit print copy to me during class, and then submit to turnitin.com before next class.
Tuesday
Robert Frost poetry with TP-CASTT
- What Robert Frost did, and why you should care... (and biography)
The #1 Question to ask yourself for analysis of any poem: How does this poem convey meaning?HW: TP-CASTT on your own with the assigned Frost poem(s): "Nothing Gold Can Stay" and "Birches".
Music trivia note: "Nothing Gold Can Stay" is also...
Some sample in-depth analysis of "Nothing Gold Can Stay"
Wed.
Frost poetry continued
-close reading/analysis of "Nothing Gold Can Stay"
HW: Write a theme statement for "Birches" and include at least three pieces of text evidence.
note: tomorrow, I'll call upon some of you to read your theme statements and I will try to disprove them with text evidence; be prepared!
Thurs.
Frost continued
--"Birches" theme statements
classwork/HW for Monday:
note: each of you will be assigned one poem that you are responsible for knowing in detail (TP-CASTT), but you are responsible for reading and analyzing all of the poems for testing purposes
(1) "Mending Wall"
(2) "Out, Out--"
(3) "Stopping by Woods on a Snowy Evening"
(4) "Acquainted With the Night"
(5) The Gift Outright"
Fri.
no class (early dismissal)
Monday
prep poem presentations:
-grade will be part group-based, part individual
group:
-thorough explanation of TP-CASTT strategies
-accurate analysis of poem and poem's devices
-points to text evidence to support analysis
-theme statement is insightful and supported with text evidence
individual:
-projects voice
-speaks clearly
-points to text evidence for any support
NOTE: if you do not take part in the oral presentation (for any reason, including absence) you have the option to take a zero on the individual portion of the grade or turn in your analysis in written form the day of your return to class
Tuesday
discuss the rest of the Frost poems (TP-CASTT groups)
Wed
(if necessary)
discuss the rest of the Frost poems (TP-CASTT groups)
Thurs
Frost Poetry Test
Make sure you know:
--any information we discussed relating to Frost and the poems, including but not limited to themes, TP-CASTT, and poetic devices
--The following terms:
alliteration extended metaphor simile
allusion imagery symbol
assonance mood theme
consonance paradox tone
diction personification
--as well as any other poetic devices that you want to be able to recognize and analyze in the new poem that will be given to you on the test
note: students who must take a make-up test may take an alternate version with different poems
Fri. May 18
--Favorite Poem Project details
--begin Mockingbird freewrite/Discussion;
-read and discuss article on prejudice;
-To Kill a Mockingbird: What is it and why should I care?
-when we begin the movie, pay attention to the "short essay topics" towards the back of your study guide; they may come back to you in some form.
Monday
Benchmark testing (report to Link Lab)
Tuesday
Benchmark testing (report to Link Lab)
Wed.
To Kill a Mockingbird
Who is ranked the greatest film hero of all time? (higher than Indiana Jones, James Bond, and Rocky)
-read and discuss article on prejudice;
(1) Explain one potential historical basis for prejudice.
(2) What social cues do we tend to use most frequently when making group associations?
(3) New research shows that obsession with who is or isn't in our group may be driven by what emotion?
(4) How did people's brains respond differently to images of the homeless in contrast to that of sports heroes and businessmen? Why is this potentially problematic?
Thurs.
UPDATE: I told you Gatsby was cool!
-Why The Great Gatsby movie will be awesome
Are you prejudiced?
--begin Mockingbird freewrite/Discussion (#1, 2, 4, 6 freewrite, then "comment of value" discussion)
-To Kill a Mockingbird: What is it and why should I care?
-when we begin the movie, pay attention to the "short essay topics" towards the back of your study guide; they may come back to you in some form.
-
Fri. May 25
Unit 10 vocab quiz
Monday
no school (Memorial Day)
Tuesday
Mockingbird
Wed.
Mockingbird
"Race Gap: Crime vs. Punishment"
Thurs.
Mockingbird
Fri. June 1st
Favorite Poem Projects due
Mockingbird
Monday
what will the "Brave New World" look like? What current developments in technology (most that you are likely unaware of) will change the way we live in the next decade?
Tuesday
Wed.
Thurs.
Last day of classes
last day to notify of exemptions
Fri.
English and History Final Exams
10 Honors English Final Exam (in B229)
50 questions and two essays
The 50 questions are comprised of:
-multiple choice questions on MLA and research paper conventions. Read passages and select the correctly cited information. Make sure you know all your rules of in-text parenthetical citation.
-true/false questions on characters, events, and motifs in Death of a Salesman
-multiple choice questions on characters and events from Othello
-matching questions on poetic and literary devices
-multiple choice questions on grammar (make sure you know how to recognize subordinate clauses and the different types of subordinate clauses; make sure you now how to recognize the difference between active and passive voice)
-true/false questions on To Kill a Mockingbird
The two essays are comprised of:
-One AP style literary analysis essay. Read two poems and contrast their opposing attitudes towards their subject by analyzing and contrasting each poem's use of poetic and language devices. Make sure you provide specific examples to support your claims.
-One five paragraph style persuasive essay. You will receive two arguments based on Othello. You will have to choose one of these arguments, use it as your thesis, and draw upon specific evidence from the play to support your thesis in five paragraph format.